i

AN ANALYSIS OF THE INFLUENCES ENGLISH COURSE

ON STUDENTS’ EXTRINSIC MOTIVATION IN SPEAKING

ENGLISH

(Descriptive Research at 3rd Semester of English Department FKIP Unismuh Makassar)

A THESIS

Submitted to the Faculty of Teacher Training and Education Universitas

Muhammadiyah Makassar in Partial Fulfillment for the Degree of Education

in English Department

Nur Iqfatul Citra

10535 6287 15

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2020

ii

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UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

Jalan Sultan Alauddin No. 259 Makassar no. 259 Telp. (0411) 86672 Makassar 90221

SURAT PERNYATAAN

Saya yang bertanda tangan dibawah ini:

Nama : Nur Iqfatul Citra

Nim : 10535 6287 15

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : An Analysis the Influences of English Course on Students’

Motivation in Speaking English (Descriptive Research at 3rd

Semester English Department FKIP Unismuh Makassar).

Dengan ini menyatakan bahwa:

Skripsi yang saya ajukan di depan TIM Penguji adalah ASLI hasil karya

saya sendiri, bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.

Demikian pernyataan ini saya buat dengan sebenarnya dan saya bersedia

menerima sanksi apabila pernyataan ini tidak benar.

Makassar, Januari 2020

Yang membuat pernyataan

Nur Iqfatul Citra

v

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

Jalan Sultan Alauddin No. 259 Makassar no. 259 Telp. (0411) 86672 Makassar 90221

SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini:

Nama : Nur Iqfatul Citra

Nim : 10535 6287 15

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : An Analysis the Influences of English Course on Students’

Motivation in Speaking English (Descriptive Research at 3rd

Semester English Department FKIP Unismuh Makassar).

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai selesainya skripsi ini, saya akan

menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun).

2. Dalam penyusunan skripsi saya akan selalu melakukan konsultasi dengan

pembimbing, yang telah ditetapkan oleh pimpinan fakultas.

3. Saya tidak akan melakukan penjiplakan (Plagiat) dalam menyusun skripsi

saya.

4. Apa bila saya melanggar perjanjian saya seperti butir 1, 2, dan 3, maka saya

bersedia menerima sanksi sesuai aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, Januari 2020

Yang membuat perjanjian

Nur Iqfatul Citra

vi

Motto

“when you are frustrated with me because of things I

can’t do, just imagine how frustrated I must be because

I’m not able to” (The Joe Niekro Fondation)

“Motivation is what gets you started, habit is

what keeps you going”

(The Researcher)

“learn to be patient/ it takes time to regain what you lost.

Remember Rome was not built in one day. This has been

one of my biggest struggles to overcome. I have remind

myself of this everyday”

(Steve Patterson)

vii

ABSTRACT

NUR IQFATUL CITRA 2020. An Analysis of the Influences English Course on

Students Motivation in Speaking English at the 3rd

Semester of English

Department FKIP Unismuh Makassar. Under the Thesis of English Education

Department the Faculty of Teacher Training and Education, University

Muhammadiyah Makassar, supervised by Radiah and Farisha Andi Baso.

The objectives of this research is to find out the factors that influences

students’ extrinsic motivation in speaking English after joining English course at

the 3rd

Semester of English Department in Muhammadiyah University of

Makassar.

The method of this research is descriptive qualitative research. This

research used two instruments: document checklist and open-ended questionnaire.

The subject of this research is the third semester of English Department at

Universitas Muhammadiyah Makassar in 2019 Academic Year. This research

used purposive sampling technique. The sample of this research consisted 18 from

two classes of 220 students as the total of population.

The result of this research is the researcher concludes there are three

factors that influence extrinsic motivation; environment, teacher/tutor, and

parents. There were connection between environment, teacher/tutor, and parents

in providing stimulus that has impact on students’ enthusiasm to do activities in

learning speaking English. Based on the students’ answer all of the students said

that teacher has the biggest influences the students in learning speaking process.

Keywords: English Course, Extrinsic Motivation, and Speaking.

viii

ABSTRAK

NUR IQFATUL CITRA 2020. An Analysis of the Influences English Course on

Students Motivation in Speaking English at the 3rd

Semester of English

Department FKIP Unismuh Makassar. Skripsi Jurusan Pendidikan Bahasa Inggris

Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Makassar.

Dibimbing oleh Radiah and Farisha Andi Baso.

Tujuan dari penelitian ini adalah: Untuk mengetahui factor yang

mempengaruhi motivasi ekstrinsik siswa dalam berbicara Bahasa Inggiris stelah

mengikut kursus Bahasa Inggris pada Semester Tiga Bahasa Inggris Universitas

Muhammadiyah Makassar.

Metode penelitian ini adalah penelitian deskriptif kualitatif. Penelitian ini

menggunakan dua instrumen: daftar periksa document dan kuestioner terbuka.

Subjek penelitian ini adalah mahasiswa semester tiga Bahasa Inggris Fakultas

Keguruan dan Ilmu Pengetahuan pada tahun ajaran 2019. Penelitian ini

menggunakan teknik pengambilan sampel purposive. Sampel dari penelitian ini

terdiri dari 18 mahasiswa yang jumlah keseluruhan populasinya 220 mahasiswa.

Hasil dari penelitian ini teridentifikasi bahwa menurut peneliti terdapat

tiga faktor yang mempengaruhi motivasi ekstrinsik yaitu lingkungan, guru/tutor

dan keluarga. Terdapat hubungan antara lingkungan, guru/tutor dan keluarga

dalam stimulus yang diberikan kemudian berdampak pada antusiasme siswa untuk

melakukan kegiatan proses belajar. Berdasarkan jawaban siswa, semua siswa

menjawab bahwa guru memiliki pengaruh terbesar mereka dalam proses belajar

kinerja bicara.

Kata Kunci: Kursus Bahasa Inggris, Motivasi Ekstrinsik, dan Kinerja

Bicara.

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ACKNOWLEDGEMENTS

n the name ALLAH, the Beneficent, the Merciful

Alhamdullillahi Rabbil Alamin, the researcher expresses her sincere

gratitude to the almighly God, Allah SWT, who has given guidance, mercy, and

good health, so that could finish writing the thesis. Shalawat and salam are

addressed ti final chosen religious messenger, the Prophet Muhammad SAW who

has changed the human life.

The researcher realized that many hands had given their helps and useful

suggestion for the completion of this thesis. She highest appreciation and deepest

thankfulness to her beloved parents Sapruddin and St. Maryam for help, financial,

motivation and sacrifice for researcher and they who always pray to Allah SWT

for her sucsessed in this study. Without the assistance of these people, this thesis

would never have existed. Therefore, the researcher would like to express her

appreciation and sincere thanks to all of them particularly:

1. Prof. Dr. H. Abd Rahman Rahim SE.,MM. as the Rector of Makassar

Muhammadiyah University

2. Erwin Akib M.Pd.,P.Hd as the Dean of FKIP, Vices of Dean, and the

staff for facilitating during the study.

3. Ummi Khaerati Syam, S.Pd, M.Pd the Head of English Department of

FKIP, her secretary, Ismail Sangkala S.Pd., M.Pd. also for their

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signature, support and motivation.

4. The researcher’s supervisior are: Dra. Radiah, M.Pd and Farisha Andi

Baso, S.Pd., M.Pd. Who have given guidance, valuable advice, and

correction during the development of this research.

5. Lecturers and the staff of English Department of FKIP UNISMUH.

6. Her beloved sister Shelsi Anugrah and all her big family who always

gives inspiration and motivation to continue her study.

7. The students of Muhammadiyah University of Makassar especially the

third semester students of English Department.

8. All her beloved friends of English Education Department Class C 2015

(CHAZTALS) whose name cannot be mentioned one by one who

always help and motivate her in accomplishing this research.

9. Her beloved friends who have always been in the researcher side in

facing all the laughter and tears during her study Rastiandary,

Ismawati. Tasmaniar Taiyeb and Rama Farandy Rahadian Zakaria

May the Almighty bless us now and forever, and this thesis can be useful,

Aamiin!

Finally, the researcher realizes that this thesis has some weakness and

shortage. Thus, she would be grateful to accept any suggestions and corrections

from anyone for better writing.

Makassar, Januari 2020

Nur Iqfatul Citra

xi

LIST OF CONTENTS

Page

TITLE ........................................................................................................... i

APPROVAL SHEET ................................................................................... ii

COUNSELLING SHEET ............................................................................ iii

SURAT PERNYATAAN ............................................................................. v

SURAT PERJANJIAN ................................................................................ vi

MOTTO ........................................................................................................ vii

ABSTRACT .................................................................................................. viii

ABSTRAK…………………………………………………………………. ix

ACKNOWLEDGMENT ............................................................................. x

LIST OF CONTENTS ................................................................................. xiii

LIST OF TABLES ....................................................................................... xv

LIST OF FIGURES ..................................................................................... xvi

LIST OF APPENDICES ............................................................................. xvii

CHAPTER I INTRODUCTION

A. Background ............................................................................................... 2

B. Research problem ...................................................................................... 3

C. The Objective of the Research .................................................................. 3

D. The Significance of the Research .............................................................. 4

E. The Scope of the Research ........................................................................ 5

CHAPTER II REVIEW OF RELATED LITERATURE

A. Previous Related Research finding .................................................... 9

B. Some pertinent ideas………………………………………………… 9

1. Concept of speaking ............................................................................. 9

2. Concept of English Course ................................................................. 12

xii

3. Concept of Motivation……………………………………………….. 14

C. Conceptual Framework ............................................................................. 20

CHAPTER III RESEARCH METHOD

A. Research Design ........................................................................................

B. Population and Sample .............................................................................. 22

D. Instrument of the Research ....................................................................... 22

E. Data Collection .......................................................................................... 23

F. Data Analysis ............................................................................................. 23

CHAPTER IV FINDINGS AND DISCUSSION

A. Findings ..................................................................................................... 25

B. Discussion ................................................................................................. 33

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ................................................................................................ 37

B. Suggestion ................................................................................................. 37

BIBLIOGRAPHY ........................................................................................ 38

APPENDICES

DOCUMENTATION

CURRICULUM VITAE

xiii

LIST OF TABLE

TABLE APPENDIX 1 ………………………………………………42

TABLE APPENDIX 2 ……………………………………………….43

xiv

LIST OF FIGURES

Figure 2.1 The Conceptual Framework ......................................................... 18

xv

LIST OF APPENDICES

APPENDIX 1 Document Checklist…………………………………42

APPENDIX 2 Open-Ended Questionnaire…………………………..43

APPENDIX 3 The Result of Analysis……………………………….47

APPENDIX 4 Documentations

Curriculum Vitae

1

CHAPTER I

INTRODUCTION

This chapter present discussion on the background of the research,

statement of the problem, objective of the research significance of the research

and scope of the research.

A. Background

English is one of international language which is used by most people

around the world. The student in Indonesia study some languages, especially

for English as a foreign language. Learning English, there are four important

skills, there are listening, reading, speaking and writing skill. This research

focuses in speaking skill. Speaking is one of the important skills in English

that must be learned by students in language learning. The students who are

able in speaking mean that they are able to share their ideas and opinions to

listeners. Brown (2000:225) states that speaking or conversation is

collaborative forms as participants in this term are engaged in a process of

negotiation of meaning.

There are many researches and theories discuss about teaching and

learning English in Indonesia. Most of them argue that there are some factors

that affect success in teaching English. Those factors are teacher, students,

2

curriculum, teaching material and learning facilities. Student is one of the

important factors. They learn because of the motivation that they have.

Motivation is what push a learners try to learn. In other word, success

someone in learning English depends on their motivation level.

Motivation can be divided in two categories; intrinsic motivation and

extrinsic motivation. Harmer (2007:98) states that intrinsic motivation came

from within individual person. Motivation come from inside an individual

rather than from any external or outside reward, such us money and grade. On

the other hand, extrinsic motivation also can influence students in learning.

Harmer (2007:98) states that “Extrinsic motivation is the result of any number

of outside factors”. These outside factors include the reward and punishment.

Motivation can improve students’ reason for learning English. while factor

that affect motivation in second or foreign language comes from goal, society

we live in. He describes some factors that affect the learner motivation: the

goal, society, the people around us and curiosity.

Nowadays, many people have learned English, because they realize

that English is very important as one of International language in the world.

They also think learning English can help them to improve their ability and

motivation in English school. Knowing English becomes important to be

mastered by students, sometimes students did not satisfied with existing

learning in formal school some students decide to learn English in non-formal

school such as English Course. Joining in informal school (English Course) is

chosen by some students who want to learn speaking deeply.

3

This research focuses on observing the factors that influences students’

extrinsic motivation after joining English course in speaking English by students’

of Unismuh Makassar. Based on the observation conducted by researcher at 3rd

semester of English Department Faculty of Teacher Training and Education of

Unismuh Makassar, there were several problems found in students’ ability

especially in speaking skill. They are still afraid make a mistakes to speak

English. They have very low motivation try to speak English. Based on the reason

above, the researcher is interested to knowing about factors that influences on

students’ extrinsic motivation after joining English course. So, the researcher

conducted a study with the title “An Analysis of the Influences English Course

on Students Extrinsic Motivation in Speaking English at the 3rd

Semester of

English Department FKIP Unismuh Makassar”

B. Research Problem

The research questions that should be answered related to the

background of this research is ”What are factors that influences the students’

extrinsic motivation in speaking English after joining English Course at the 3rd

Semester of English Department in Muhammadiyah University of Makassar?”

C. Objective of the Research

On basic of the research question objective on this research is to find

out the factors that influence the students’ extrinsic motivation in speaking

English after joining English Course at the 3rd

Semester of English

Department in Muhammadiyah University of Makassar.

4

D. Significance of the Research

1. Theoretical significant

The result of this research expected to provide information for the

students of English language education about the student extrinsic

motivation to speak after joining the English Course.

2. Practical significance

a. For the Students

This research expected to inform that the students’ extrinsic

motivation in speaking English by joining the English Course.

b. For the Teachers

This research expected to inform the teacher that joining the

English Course can impact the students’ extrinsic motivation to speak

English.

c. For the Next Researcher

The research expected to provide the information that can be a

reference to the next researcher about the students’ extrinsic motivation by

joining the English Course.

E. Scope of the Research

This research discusses about analysis the influences of English

Course on students’ motivation in speaking English at 3rd

Semester of

English Department Students Faculty of Teacher Training Education

Muhammadiyah University of Makassar. The researcher focuses on

5

extrinsic motivation of the students in speaking class that join in English

Course.

6

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the literature review which deals with

previous related research findings, pertinent ideas and conceptual

framework.

A. Previous Related Research Finding

This part present the previous findings by some researcher.

Several researchers have conducted some researches on students’

motivation toward English course in speaking skill. First, Hanim (2018)

has done the research entitle “The Learners’ Perception of Speaking

English at Lia Pramuka English Club”. This research focused on

perceptions of learners about their confidence in speaking English. The

research used questionnaire, interview, observation and document to

collect the data. After the researcher collecting the data, he investigated

about some experiencing toward speaking activities. The result of this

study are the student could raise their motivation and confidence to speak

English.

Second, Yuliandasari (2015) in her research entitle “Students’

Perception om English Club Extracurricular in Speaking Practices at

7

MADRASAH”. This research used questionnaire and speaking test to get

the data and used 26 students that join in English club as the sample. The

result of this research is focused to suggested the students that joined

English club can improve students’ speaking skill.

Third, Baihaqi (2016) in his research entitle “The Influence of

Speaking club in Improving Students’ Speaking Skill”. He found that

speaking club improves the students’ speaking ability and the students

gave positive response toward the implementation of the speaking club. It

plays an important role in facilitating the students to practice speaking.

Fourth, Anggraeni (2015) has done the research entitle “The Effect

of English club on Students’ Speaking Ability”. this research focused to

know what the different between the students that join in English club and

students that not join in SMP N 2 Lembah Gumanti. This research is

descriptive quantitative research. The population of this research is

students class IX SMP N 2 Lembah Gumanti. The result of this research is

the students that join in English course have high score in speaking ability.

Fifth, Riyana (2017) has done research entitle “The Influences of

Taking English Club Extracurricular Activity on Writing and Speaking

Ability Among the 7 Grade Students of SMPN 1 Sampang”. This research

result is comparing the writing and speaking ability of the students who

took English club activity and those who did not English club. This

research used 28 students that join English club and 28 who did not join as

8

the sample. The result of this research is there is difference of writing and

speaking ability between the students who took and the students who did

not take English club, it means that English club has influences on writing

ans speaking ability of the students.

Last, Virgiyanti (2014) in her research entitle “A Study on English

Club as an Extracurricular Program at SMPN 1 Malang”. The research

was designed in a descriptive qualitative research. The population and

sample of the research were 7th

and 9th

graders who join the English Club

and one instructor. The research used interview guide, field note, and

questionnaire to collect the data. The result of the research showed that

activities of the English Club not support the regular class.

Related to the findings above, show that the researches are similar

in concerning to study about the students that joining in English Course.

The researcher concluded that the students need English Course to

improve their speaking ability. Very significant different between Students

who join the English course have the higher motivation to speak, have

higher score in speaking class and who did not join in English course.

Based on previous research, those are different whit this research. The

researcher tried to find out the students’ extrinsic motivation in speaking

English after joining English Course.

9

B. Some Pertinent Ideas

1. The Concept of Speaking.

a. Definition of Speaking.

Many definition of speaking have been proposed by experts in

language learning. Speaking is very important ability in doing daily

activities because people can start the conversation with speak, people can

react to other person and feeling through with speak language. Brown

(2004) speaking is productive skill that can be directly and empirically

observed. According to Widdowson in Muchlis (2014:14), speaking is a

mean of oral communication that gives information that involves two

elements, namely the speaker who gives the message and the listener who

receives the message. In other case, the communication involves the

productive skill of speaking and the receptive skill of listening. In an

activity of communication speaking is commonly performed in face-to-

face interaction.

In conclusion, the researcher assumed that speaking is an active

activity which is used by a person to exchange someone who want to

speak a foreign language has to know the rules of the language,

grammatically, vocabulary, word-formation, pronunciation and how to

apply them properly in conversation.

b. Element of Speaking

Harmer (2001) states that there are some specific elements in

speaking as follows :

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1) Accuracy

Based on Richard in Yuliana (2018:7), accuracy concern

“The ability to produce grammatically correct sentence.” In other

case, accuracy in language means grammatical accuracy only.

According to Harmer in Muchlis (2014), speaking covers two

elements that cannot be separated one another they are accuracy

which is consists of pronunciation, vocabulary, grammar, and

fluency include of effectiveness and accent.

a) Pronunciation

Pronunciation is an act of result of producing the sound of

speech, including articulation, vowel information, accent and

inflection, often with reference to some standard of consectness or

acceptability (Webster’s:1989). Hornby in Adriani (2018:25)

defines pronunciation is the way in which a language is a spoken,

way in which a word is pronounced. It means that pronunciation is

an important of language, including its aspect like accent, stress,

and intonation. Pronunciation is how to say a word in which made

of sound, stress, and intonation (Harmer in Muchlis : 2014).

Pronunciation, intonation and stressed are learned by way imitating

and repeating.

b) Vocabulary

Vocabulary is very important in speaking English. Without

mastery of vocabulary it is impossible to speak. This element is

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essential to learn before practicing speak English. Actually, some

of students get trouble in memorizing all vocabulary that they are

learned before or they have to know because they are seldom

practice and use their vocabulary in daily activity. Good in Yuliana

(2018:8) defines vocabulary as content and function words of

language which are learned so thoroughly so that become part of

childs’ understanding speaking, reading, and writing.

c) Grammar

According to Simon and Schuster in Muchlis (2014), grammar

is defined as follows:

1) The study of language, which deals with the forms

and the structure of words (phonology) and with the

customary arrangement in phrases and sentence

(syntax).

2) The system words structure and word arrangement

of a given language at a given time.

3) A system of rules for speaking and writing a given

language

4) A book contain rules

5) One of speaking and writing, it will be learn

because valuable transmission in speech through the

understanding of structural petterns.

12

From some definition the researcher can conclude that there

are some component in speaking. They cannot separated because

the component correlated each other. Three aspect in speaking are

pronunciation, vocabulary and grammar. If anyone want to be a

good speaker, she/he must to master all component.

2) Fluency

Based on Harmer in Muchlis (2014:21) there are some

features of fluency. First, pauses may be long but not frequent.

Pausing is equal important, because the speakers have to draw

breath. But, if it is always, for example is sentence “what-can-i-do-

for-you”. The sentence is very clear, but the speaker is not fluent

speaker.

2. The Concept of English Course

a. Definition of English Course

According to Cambridge Dictionary in Irsanti (2017:5), English

Course means a set of classes or a plan of study on a particular subject,

usually leading to exam or qualification. However, English course in

this refers to private institution that provide English training of various

levels for those interested in learning the language ranging from basic

to adult level. In the English course, the students have the chance to

use different skills and discuss a variety of topics. English course not

13

only offered to the students to learn and discuss a variety of topics in

their learning process, but the most important is learning base on their

environment, they are learning English by doing travel anywhere.

Marzuki (2010) states that English course is a teaching and

learning activities as well as school. The different is that the English

Course was usually held in a short time and only to learn one skill.

b. Advantages for Joining the English Course

Darliani and Aprilianti (2017) describes that there are many

advantages who are attending private tutoring or specific course

program:

1) Improving children academic ability.

2) Customizable learning time.

3) Easy to monitoring.

4) Helping parent who do not have time.

5) Facilitating the children in the study.

6) Making new friend.

c. Disadvantages joining the English course.

Darliani and Aprilianti (2017) describes that there are also

disadvantages for children who are attending private tutoring or

course program:

1) Extra pocket; learners requested extra pocket money for

transportation or other reason.

14

2) If the children are too tired, they tended to misfocuse while

teaching and learning session

3. The Concept of Motivation

a. The Definition of Motivation

Brown in Aksa (2018) states that “Motivation is something

that can like self-esteem, be global, situational or task oriented”

motivation also typically examined in terms of extrinsic motivation

and extrinsic motivation of a students. Motivation is one of very

important in everything will do. It is a powerful for us to get better

in doing something. In teaching 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 learning process. Motivation has a

significant role in teaching and learning process. The students who

have a higher motivation will get opportunity to achieve the goal in

their learning activities than the lower one. To understand the

motivation is it is very important to know the definition of

motivation, types, sources and roles of motivation. There are some

definitions of motivation from many expert explain in the

following reviews:

Maehr and Mayer (1997) states motivation is a theoretical

construct used to explain the initiation, direction, intensity,

15

persistence, and quality behavior, especially goal-directed

behavior. According to Gardner in Ihsan (2016:3), motivation

involves four aspect: a goal, effortful, behavior, a desire to attain

the goal and favourable attitude towards the activity, and direction

of behavior such as interest, need, value, attitude, aspiration, and

incentives. Harmer (2001) states that motivation is some kind of

internal drive which pushes someone to do things in order to

achieve something. Motivation is one of important factors that

influence individual levels of success any activities.

From the explanation above, the researcher assumed that

motivation is one of the important elements in learning especially

in learning English. Motivation is the desire and effort which drive

people to do something to achieve the goal. Motivation is essential

factor in learning because it has an influence toward student’

success as language learners.

b. Types of Motivation

According to Schunk in Istiati (2013) there are two types of

motivation. They are explained as follow:

1) Intrinsic Motivation

Intrinsic motivation is the act of being motivated by

internal factors to certain actions and behavior. Harmer (2001:51)

states that intrinsic motivation is caused by contract comes from

individual. Thus a person might be motivated by the enjoyment of

16

the learning process itself or by desire to make themselves feel

better. Ur penny (1996) defined global intrinsic motivation is the

generalization desire to invest effort in learning for its own sake is

largely rooted in the previous learners; whether they see learning as

worthwhile, whether they like the language and it a cultural,

political, ethnic association. According to Sudirman in Kasmirah

(2018:10-11) intrinsic motivation is motivate that become active

becomes active and functioning does not need to be stimulated

from the outside, because in each individual manage something.

Intrinsic motivations are inherent in the learning situation and meet

students’ need and purpose. People do certain activities because it

gives them pleasure and develops motivated students are bound to

do much better in classroom activities, because they are willing

and eager to learn new material. Their learning experience is more

meaningful, and they go deeper into the subject to fully

understanding it.

2) Extrinsic Motivation

Extrinsic Motivation is whenever an individual

performance an action of behavior. Harmer (2001:51) states

extrinsic motivation is caused by any number of outside factors.

For example, a student statement, there are factors from outside

that influence someone to do something. Extrinsic motivation

involves doing something to obtain something else. Extrinsic

17

motivation is often influence by External incentives such as reward

and punishment. According to Ryan & Daci in Amir (2019:13) that

extrinsic motivation is a construct that pertains whenever an

activity is done in order to attain some separable outcome.

Extrinsic motivation thus constrast with intrinsic motivation, which

refers doing an activity simply for the enjoyment of the activity

itself, rather than it is instrumental value. Extrinsic motivation may

be necessary to get learner to initiative certain action or to get the

learning process started and of dead enter.

According to Sprinhall in Yuliana (2018:14) that Extrinsic

motivation is motivation which come not from inside of ourselves

but from outside. Many other factors that influence students’

extrinsic motivation in teaching and learning process like teacher,

parents, and environment. Based on some expert opinion above, it

can be concluded that the motivation is the power of energy that

drive someone to perform certain activities to meet its need.

Extrinsic motivation is power from the outside that can be push

someone to achieve something their need. The student who has

high motivation was be better and easier to achieve their goal then

the students who has low motivation.

c. Function of Motivation

Generally, the function of motivation by Owens in

Nurjannah (2016:11) can be devided as follows:

18

1) To stimulate someone into something

2) To determinate goal orientation of behavior

3) To select behavior

This opinion is in accordance with what Gage and Berliner in

Nurjannah (2016:11-12) point out that role of motivation in

behavior and learning accounts for:

1) What makes reinforce

2) The goal orientation of behavior on different activities

In generally, the function of motivation already mentioned above

base d on the hierarcy of needs, suggested by phychologist.

3) Factors That Influence the Extrinsic Motivation.

Spritnhall in Muchlis (2014) there are many other factors

that influence upon the extrinsic motivation in teaching and

learning process as follow:

a. Teacher/Tutor

According to Dornyei (1998) states that teacher is the key

instrument to handle and organize students in the

classroom.Teacher is a person who has important role in teaching

and learning activities to socialize and shaping motivation and

among others. Teacher is not only a person who transfer the

knowledge to students, but also a motivator who always motivates

19

and support in teaching learning. The teacher has responsibility to

make learning process successfully. The teacher action success and

it is reward, failure, and it is penalties, authoritative demands, test,

and competition.

b. Parents

Rahmi (2012) said that the habits that applied by parents in

managing the family will give impact to the children. For instance,

the parents careless in monitoring the children activities will give

bad impact for the children. In this case, not only the students do

not want to study but also tend to act delinquent. Parents are

expected to motivate their children to achieve the good goals in

school. The role of parent can influence upon students’ extrinsic

motivation in teaching learning process. Parents gave a great

influence to their children as students in the school. Parents are

expected to motivate their children to achieve the goal in the

school.

c. Environment

According to Gagne as quoted by Rahardjito (2008, p/6) states that

facilities or media is various components in students’ environment

that can be stimulate them to learn. The teaching and learning

process in the school in which conducted in a good, clean and

health environment can give better satisfactory both of the teacher

and students that conducted in bad environment. Environment also

20

will cause students’ motivation will be more interesting, if the

environment of the classroom is confortable.

C. CONCEPTUAL FRAMEWORK

Figure 2.1 Conceptual Framework

This conceptual framework was a picture that done by researcher.

The researcher focused on students’ extrinsic motivation that will be three

factors that influences the extrinsic motivation. The researcher used

document checklist and give the open-ended questionnaire to know the

students’ extrinsic motivation.

EXTRINSIC MOTIVATION

STUDENTS’ MOTIVATION IN SPEAKING.

TEACHER PARENTS ENVIRONMENT

ENGLISH COURSE

21

CHAPTER III

RESEARCH METHOD

This part deals with description of the research design, population

and sample, research instruments, data collection procedure, and technique

of data analysis.

A. Research Design

This research used Descriptive Qualitative Research. Descriptive

Research described or explain factual and accurate. The researcher

selected the sample of respondents from population and manage the

standardize questionnaire to them used to gather information on a

population. The aim of this study is to find the data about students’

motivation; either they used extrinsic motivation in learning speaking

English. This research has two different variable namely variable X and

variable Y. The variable X of this research is English Course and the

variable Y of this research is Students’ Extrinsic Motivation in Speaking.

22

B. Population and Sample

The researcher determined population and sample before

conducting the research. The explanation about population and sample is

provided below.

1. Population

The population of this research was 220 students of third

Semester of Muhammadiyah University of Makassar that consist

of two classes.

2. Sample

The technique of sampling in this research used Purposive

Sampling Technique. In this research, the researcher was taken all

the students in Muhammadiyah University of Makassar who has

joined in English Course, total sample are 18 students of

population.

C. Research Instrument

The instrument in this research was document checklist and open-

ended questionnaire. It is to find out the students’ extrinsic motivation in

learning speaking by joining the English Course. Document checklist is

one the technique that helped the researcher to know the Courses that

students’ follow. Open questionnaire is open-ended question to see the

potential source of extrinsic motivation in speaking English. Open ended

23

questionnaire was use to get students’ response about a factor behind their

motivation in speaking, and the students’ extrinsic motivation can identify

by their answer.

D. Data Collection

In this research, the researcher collected the data by document

checklist and open-ended questionnaire.

1. Document Checklist

Before giving a questionnaire to the students, the researcher

abserved the object of the research. The researcher was observe

just to know the Courses that students follow.

2. Open-Ended Questionnaire

Questionnaire is the way to collect the data from

respondent and usually consist of several written related to the

topic. Open-Ended questionnaire is defined as free-from survey

questions that allows a respondent to answer in open text format

such that they can answer based on their complete knowledge,

feeling, and understanding. There are some indicators include in

the questionnaire to see the students’ extrinsic motivation to speak

English.

24

E. Data Analysis

Generally, this study was descriptive qualitative study. Sugiyono

(2010:244) data analysis is the process of systematically searching and

preparing the data obtained from interviews, field notes, and

documentation, by way of organizing data into categories, defined in units,

synthesize, organize into a pattern, choose what is important and that will

be studied, and make a conclusion that is easily understood by themselves

and others.

The researcher analyzed the data by used descriptive analysis and

the data was described by her on sentences. The data analysis was based

on Miles-Huberman in Sugiyono (2012), consisted of reduction the data,

display the data, and conclusion drawing verifications. The technique that

the researcher used are follows:

1. The first step is reduction process. It can be carry out immediately

after the data will obtain. Questionnaire result will arrange in the

form of pattern and group according to the research question. In

this reduction process. The researcher would collect all information

that have any correlation with the students’ motivation in speaking

skill.

2. The second is display the data. In this step the data is grouping

more specific. Data will more categorize in short term and the

researcher was taken data that concern with the influences of

25

English course on students’ motivation in speaking English The

last step is drawing/verification conclusion the data.

3. In the last process data analysis was presented step by step based

on the research question staging in order to get a good and clear

narration of the explanation.

26

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter discussed about the findings and discussion. The

findings described about the result of the data collected from the

questionnaire and discussion explained and interprets the findings. The

result of the research about analysis the influences of English course on

students’ motivation in speaking English described in the following

description.

A. Research Findings

These data findings are related to the factors that influences the

students’ extrinsic motivation in speaking English after joining the English

Course at third semester of English education Unismuh Makassar. The

population was taken from English Students Education at Unismuh

Makassar that joining the English Course. The researcher used document

checklist and open ended questionnaire as instrument method for collected

the data. The researcher give questionnaire for the sample that consist of 8

question, that 2 items indicator of environment, 2 items indicator of

teacher/tutor, and 3 items indicator of parents. In gathering the data, the

researcher used the following procedures; before giving a questionnaire to

27

the students, the researcher observed the object of the research. The

researcher was observed just to know the Courses that students follow.

The researcher gave questionnaire to the sample of the research.

After that, there are four steps of the data analysis according to

Miles in Sugiyono (2012): first, the first step is reduction process. It can be

carry out immediately after the data was obtain. Questionnaire result was

arranged in the form of pattern and group according to the research

question. In this reduction process, the researcher would collect all

information that has any correlation with the students’ motivation in

speaking skill. The second is display the data. In this step the data is

grouping more specific. Data was more categorize in short term and the

researcher was taken data that concern with the type of students’

motivation. The last step is conclusion the data. In the last process the

researcher will find out the structure of students’ motivation in speaking

skill. An analysis of the Influences English Course on Students Extrinsic

Motivation in Speaking English at Third Semester of English Education

Unismuh Makassar.

1. Factors that influences Extrinsic Motivation

According to the result of data analysis there are three factors that

influences extrinsic motivation in learning process.

a) Environment

28

Based on results of this analysis, the researcher found that the first

extrinsic motivation factor was the environment students’ motivation from

extrinsic motivation. Based on the open-ended questionnaire conducted by

researcher, the student stated some many answer. From the result of

students’ answers, the researcher concluded that there are some

classifications of the basic of each questions. They are:

1) Situation in a Classroom is Very Interesting

The result of the students’ answers that learning process in

classroom on English course was fun and active. Based on students

answer:

Students 4: The situation in our classroom is very fun, we

learn while playing. We always use English in our class.

Students 5: The class is very crowded and active, the

lecturer very busy in very class

Students 6: In the classroom is active, because someone is

asking and giving questions.

Based on the students’ answer, the researcher found that the

students feel fun and active in the classroom depends on teacher/ tutor way

to teach them. The students’ feel comfortable with the learning process.

Every day teacher/tutor gave new material that easy to understand by the

students. The students felt fun and active in the classroom. Every day,

29

teacher/tutor giving new material with the different method. The students

more easy to learn if the condition in class was fun and comfortable. Based

on the Baihaqi (2016) result found that all the students felt happy to learn

speaking.

2) Students are Easy to Speak Wherever they are.

The result of the students’ answer is the students more easy to

speak English in outside. The situation in outside made them easy to

speak. Based on students answer:

Students 3: I easy to speak outside

Students 5: I easy to speak in the outside because it is very

trivial and uncomplicated.

Students 6: I find it easier to talk outside because I prefer

the outside situation.

Students 12: I think easy to speak in outside. Because in the

classroom sometimes the lecturer didn’t speak English.

Students 14: outside because I’m shy when people look at

me.

Based on the students’ answer, the researcher found that the

students’ more enjoy to speak English in the outside. Some student easy

to speak in the classroom because they fell satisfied without shame. The

30

students feel shy if they want to speak in front of the class, they are not

freedom to speak up.

b) Teacher/tutor

Berliner (2011) stated that the teacher/tutor are major factors in

motivating students, teacher has a role model. Important role in learning

activities because they will be parents during their stay in school.

1) Teacher/tutor Give Games When Learning Process.

Based on the result of students answer is the students more easier

to learn if the teacher/tutor give game in a learning process. Based on

students’ answer:

Students 4: of course, I like playing game that can improve

my vacab. I like connecting word game.

Students 5: yes, I like game. The name of the game is join

game.

Students 7: yes I like game. The kind of game that I like is

Quiz game from grammar subject.

Students 10: I like Guesring game.

Students 12: yes I like game. The name of the game is focus

game, shooter game, word game, etc.

31

Based on the students’ answer, the researcher found that students

more interesting to learn if the teacher/tutor used game in their method.

The students’ more easy to achieve the material because the teacher/tutor

everyday used game as a media to learn. All of the students more easy to

understand if the teacher/tutor teaching with the game. The students more

active in learning process. The students not only speak but also excited to

answer the question from the teacher/tutor.

2) Mastering the Material from Teacher/tutor.

The result of the students’ answer that the researcher found is the

students want to mastering the subject that teacher/tutor give. They think

that mastering the subject can improve their English ability. Based on

students’ answer:

Students 3: my motivation for being able to speak English

well make me excited to mastering the subject.

Students 4: my motivation and my intention want to

mastering the material, also my dream that I really want to the

master of English.

Students 5: I interest to mastering the subject can improve

my English.

Students 16: I want to mastering all the subject, because it

will be improve my English ability.

32

Based on the students’ answer. The researcher found that every

single student feel excited to mastering all subjects. The teacher/tutor

always give new material everyday. The result of data analysis, the

researcher found that all of students feel excited to mastering all the

subject especially for the speaking skill. The students though that

mastering all the subject its means that they can improve their ability in

English

3) The teacher/tutor Way to Teaching English.

The result of the students’ answer that teacher/tutor method in

learning process were make the students easy to understanding the

material. Based on students answer:

Students 3: yes, it does. The lecturer explains the material.

Sometimes the lecturer used games method.

Students 4: the way the affect us, they (my tutor) always

force us, to always speak up even we get incorrect, that’s’ okey.

They always give us topic then we should find partner that is object

than talk with it.

Students 7: the tutor always tell me to study hard.

Students 16: yes, the tutor way to teach us so affect because

the tutor used memorize method to teach us.

33

Based on students’ answer the researcher found that teacher/tutor

method can make the students interested to learn English. actually, there

was a students’ answer “I am not sure, because must of the tutor as I know

they just give the material generally, after that make a conversation just

like that” its mean that some teacher/tutor not used method that students

like. Many teacher/tutor still teach their students with the same way they

were though. However, the students think that effective teacher should not

using old method, but they have to be innovative to create teaching

method that suitable with the students need. They also have to used

teaching method that make the students become interest with their

learning.

The teacher also used their knowledge of learning processed to

determined which will be most affective to help the particular students in

their classed learning successfully.

c) Parents

For the indicators of parents especially family background plays a

crucial role in development of students’ academic motivation and

achievement.

1) Asking the Students to Join English Private Course

The result of the students’ answers is students’ parents ask them to

joining English course. As students’ answer:

34

Students 1: no, they does not

Students 12: no, my parents never force

Students 13: my parents did not ask me to take a English

Course

Students 14: no, that’s my plan to join

Students 17: No, but its my self want to join English Course

Students 18: No, they don’t ask to join English Course

Based on the students’ statement the researcher was concluded that

the students’ parents did not ask them to joining English course. The

students feel that joining the English Course is important to improve they

English ability especially in speaking subject. The students join the

English course based on their own plan. All of the students’ parents did

not ask to join.

2) Giving Reward to the Students.

Result of the students’ answer is their parents always give them

reward if they got a good score. As students’ answer:

Students 3: I like whatever that my parents give to me.

Students 6: yes of course. They always praise me when I get

a good score.

Students 9: yes I like. They are will give me a gift.

35

Based on students’ answer the researcher found that the students

more interested to learn if they are got a gift from their parents. The

students has spirit to improve their speaking ability for get a reward from

their parents. Every single students is different some may need that extra

“push” of an extrinsic reward to get started, but the ultimate goal is for the

student read on his or her own volition.

The result of analysis, researcher indicated that application of

reward and punishment method was affective to improved students self-

confidence in speaking English.

B. Discussion

In this part the researcher discussed the result of the findings that

had been found from the research in accordance with the scope of this

research. The discussion in invented to know the factors that influence

students’ extrinsic motivation after joining the English course. The second

global theme we identified was extrinsic motivational factors. This theme

includes the environment, teacher/tutor, and parents. Based on the findings

of the research it was found that from the three indicators between

environment, teacher/tutor, and parents, the teacher was highest influences

of all. Based on the students’ 4 statement “the way the affect us, they (my

teacher/tutor) always force us, to always speak up even we get incorrect.

That’s ok. They always give us topic then we should find partner that is

36

object than I talk” It was supported by statement of According to Dornyei

(1998) states that teacher is the key instrument to handle and organize

students in the classroom. For environment indicator it supported on the

previous research Gagne quoted by Rahardjito (2018) states that facilities

or media is various components in students’ environment that can be

stimulate them to learn. And for the indicator of parents especially family

background plays a crucial role development of students’ academic

motivation and achievement. it supported by Rahmi (2012) said that the

habits that applied by parents in managing the family will give impact to

the children. thus, it can be inferred from the three indicator was very

important and necessary in motivated the students in learning speaking

English. there were connection between environment, teacher/tutor and

parents in provided stimulus that has impact on students’ enthusiasm to

done activities.

Based on the data was collected to find the factors that influences

on students’ extrinsic motivation after joining the English course in

speaking English. The questionnaire was given at the first meeting, after

that analyzed the questionnaire it can be seen that teacher/tutor has high

influenced the students to learned in speaking English. The findings

indicated that there was positive relationship between motivation factors

and academic achievement, the result also indicated that all the high,

average, and low achievement has strong extrinsic motivation.

37

From the data got here, the researcher conclude that each students

has a different motivation in learning depending on willingness to learn

motivation in form of gave motivation is also needed by students such a

praise, punishment, reinforcement in the form of touch because the power

given by the teacher encourages students learning motivation.

38

CHAPTER V

CONCLUSION AND SUGGESTION

In this chapter consist of two section, the first section dealt with

conclusion the findings of the research and the other one deal with

suggestion.

A. Conclusion

Based on the findings and discussion of this research, the

researcher concludes that there are three factors that influence extrinsic

motivation; environment, teacher/tutor, and parents. There were

connection between environment, teacher/tutor, and parents in providing

stimulus that has impact on students’ enthusiasm to do activities in

learning speaking English. Based on the students’ answer all of the

students said that teacher has the biggest influences the students in

learning speaking. Such as the students’ 4 statement “the way the affect us,

they (my teacher/tutor) always force us, to always speak up even we get

incorrect. That’s ok. They always give us topic then we should find partner

that is object than I talk” It was supported by statement of According to

Dornyei (1998) states that teacher is the key instrument to handle and

organize students in the classroom.

39

B. Suggestion

Considering the result of this research, the researcher offers some

suggestion as follows:

1. For the future researcher who interested in conducting similar

research, this research can be used as the reference for them to

support their research. It is also suggested that others

researchers are expected to take the larger sample in their

research because the sample of this research is only 18

respondents. They are also suggested to conduct their research

in a longer time in order to get more valid and more reliable

data.

2. The objective of this research was limited only to find out the

factors that influences the students’ extrinsic motivation in

speaking English after joining English Course. Therefore, it is

expected that the limitation of this research will encourage

other researchers who wish to carry out similar research to

investigate more about it.

40

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A

P

P

E

N

D

I

C

E

S

Appendix 1

DOKUMENT CHECKLIST FOR THE STUDENTS

NAME OF STUDENTS CLASS OF

STUDENTS

NAME OF

COURSES

SIGN

Appendix 2

OPEN-ENDED QUESTIONNAIRE

Name :

Class :

Nim :

NO MOTIVATION

FACTORS

INDICATORS QUESTIONS ANSWER

1. Environment The situation 1. How the situation in

your classroom?

explain ?

(bagaimana situasi di

dalam kelas ?)

Ability to speak 2. Do you easy to speak in

the classroom or

outside ? (apakah kamu

lebih gampang

berbicara di kelas atau

di luar?)

2. Teacher/Tutor Teacher give

reward and

3. Do you like playing

games when learning

punishment

English? what kind of

game? (apakah kamu

menyukai bermain

game ketika belajar?

Kalau iya jenis

permainan apa yang

kamu suka?)

4. What make you excited

to mastering the

material from the

teacher/tutor?

Explain!(apa yang

membuat kamu

semangat untuk

menguasai materi yang

di berikan oleh

guru/tutor? Jelaskan!)

5. Does the way your tutor

affect you to learn

Speaking English? what

kind of method that

your tutor used?(apakah

cara guru/turor

mempengaruhi kamu

untuk belajar Speaking?

Jenis metode apa yang

di pakai guru/tutor?)

3.

Parents Asking the

students to

follow English

private course

6. Does your parents ask

you to join the English

course? (apakah orang

tua kamu meminta

untuk mengikuti kursus

bahasa inggris?)

Helping the

students to

overcome

difficulties

7. What did your parent to

solving your problem in

learning speaking

English? (apa yang

dilakukan orang tuamu

untuk menyelesaikan

masalah dalam

mempelajari

Speaking?)

Giving reward

to students

8. Do you like reward that

your parents give if you

get a good score? What

kind of reward?

Adapted from: Attitude Motivation Test Batery By Gardner in Yulis (2016)

(apakah kamu

menyukai penghargaan

yang diberikan oleh

orang tuamu?

Penghargaan seperti

apa?)

RESULT OF STUDENTS

DOKUMENTATION