IKA RUSITA, DIAN (2007) THE STUDENTS’ MOTIVATION IN LEARNING ENGLISH SPEAKING AT AKADEMI KEPERAWATAN BLAMBANGAN IN BANYUWANGI. Other thesis, University of Muhammadiyah Malang.
English as a foreign language (EFL) has an important role for communication in business, education, science, and technology. Relevance also promotes motivation, as does “contextualizing” learning, that is, helping students to see how skills can be applied in the real world. Motivation provides improvement concerning future careers and it is essential to encourage students to communicate through effective performance. In this case, in learning speaking, if the students have good motivation, it will be easier for them to develop their communication skill to exchange information and knowledge. In this study, the researcher applied descriptive design in conducting this research because the data were collected in the form of words and the form of numbers. She uses population research to investigate the students’ motivation at Akademi Keperawatan Blambangan in Banyuwangi. It was conducted by looking for the information by interviewing, giving questionnaire and rating scales. Based on the result of the data analysis, it was found out that out of 96 students under investigation, 1 student (1.04%) had very high motivation, 25 students (26.04%) had high motivation, 69 students (71.88%) had moderate motivation, 1 student (1.04%) had low motivation, and no students (0%) had very low motivation. In more specially, there were 62 students (64.58 %) got the intrinsic motivation mean score of 2.81 and 64 students (66.67%) who got the extrinsic motivation mean score of 2.99. Then, the lecture applied some ways in giving motivation: (1) making a special preparation for the students, (2) giving the tasks in manageable doses for his students, (3) making groups to his students, and (4) giving guidelines to his students. Finally, it was found out that the students got mean score of 46.06. It was considered as moderate motivation Based on the research finding, it can be concluded that extrinsic motivation was more dominant than intrinsic motivation and lecture’s ways in giving motivation were still ineffective because of its problems. The lecturer’s problems in giving motivation: (1) finding the difficulties to convince some students did not need to feel ashamed and afraid to make mistakes in speaking, (2) difficult to make some students discipline and more creative in practicing English speaking, (3) difficult to make some students more active in expressing their mind.
|Item Type:||Thesis (Other)|
|Subjects:||L Education > L Education (General)|
|Divisions:||Faculty of Teacher Training and Education > Department of English|
|Depositing User:||Zainul Afandi|
|Date Deposited:||11 Jun 2012 07:07|
|Last Modified:||11 Jun 2012 07:07|
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