CHAPTER I INTRODUCTION

This chapter discusses about background, problem statement, objective, significance, and scope of the research. A. Background English is one of the cultural products that functions as communication tool and knowledge transformation. In this era, whole of countries compete in all life sectors to develop their potency. One of solution is multilateral cooperation in economy, politics, law, society, culture and military. That is why they need English as international language for facilitating each people from many different cultural backgrounds in relating partnership. The education of Indonesian has emphasized English as a foreign language in school starts from the elementary school until University that had been arranged in national curriculum. Each grade has systematic materials, which will be taught by the teachers in classroom. That is why the important instrument for student success is motivation to learn English seriously in school or home. Thus, student can learn English from many sources without depending on the teacher and school curriculum because the English learning target is not only for passing on the national examination but also for improving the real English skills. On the contrary, for most people, motivation is the most difficult part when they learn a foreign language in bad situation. There are many obstacles in mastering

English for people, who want to improve students motivation without special technique for stimulating students learning. Therefore, creative teachers must formulate instrument or medium to improve students motivation in teaching practice. Brown in Kristia (2002:7) states that motivation is the difference that people say, between success and failure. One of solution to improve students motivation is increasing their imagination about future description as an inspiration in learning practice. That is why the researcher is looking for story of success prominent figure as a medium to stimulate students desire in English learning ambition as an important subject in this era. Theresia in Nurhadi (2000) states that it will be more successful in learning if the learner has certain motivation of why and what for they choose and learn English automatically they are expected to be more successful. Gage and Berliner (1948: 151) say that motivation becomes one of the factors like intelligences and previous learning that can determine whether the students will achieve the knowledge, understanding or skill that we want them to have. Garner and Lambert (1972) state that motivation is very strongly related to achievement in language learning. Students who have strong motivation will understand and learning anything easily while the students with low motivation will get low learning achievement. As we know that, the students need spirit to learn anything depending on their future targets. English is complex language that has important role as international language and foreign language. It has been chosen as passing test at all level of

education institution in Indonesia. One of teachers problems in teaching practice is students seriousness to get point of explanation about English items without intrinsic motivation. Therefore, that teacher fails to transform target language and effective learning in classroom. Whereas sets of English teaching are, systematic materials completed estimating time through the lesson plan that has arranged by the teacher as guide of teaching in each meeting. The researcher has English teaching experience in Vocational school SMK Kebangsaan Indonesia Makassar and junior high school SMPN 24 Makassar in 20082010. In that experience, the students sometimes felt bored when teaching method was monotonous without variety from first minute to last. Therefore, that the students asked the teacher to tell learning experience as an English student from University or other prominent figure in the world. The researcher could subjectively see students interest to the story but no scientific research that have been seen by the researcher. One of the students had said to the teacher if you are so serious to explain materials, I likely fell watching horrible movie. That is why the researcher tried to formulate exact method for comforting my English teaching so that the students could feel relaxed English learning. In the memory, when the researcher was studying English, He liked the teacher who always told about the story of national Indonesian hero. He was Soekarno as first president in Indonesia. The teacher said, Soekarno had good English speaking and oration as power of diplomacy in international forum. He inspires the researcher to learn English when he remembers his story.

The researcher had joined in discussion for education condition in Indonesia in 2009. One of the speakers was from Resist Book Yogyakarta Eko Prasetyo (Writer of some political education book). He said, Successful teachers are not the teachers that only transform their knowledge to the students but also they are making the students stand alone Referring on the description above, the researcher intends in conducting a research under the title: The Motivation of Students at SMPN 24 Makassar to Learn English through the Story of Successful Prominent Figures B. Problem Statement Based on the background above, the research questions are formulated as follows: Are the students of SMPN 24 Makassar motivated to learn English after listening to the story of successful prominent figures? C. Objective of the Research Based on the problem statements above, the objectives of this research is to find out whether or not the students of SMPN 24 Makassar are motivated to learn English after listening to the story of successful prominent figures.

D. Significance of the Research The result of the research is expected to be useful input for English teaching practice in improving students motivation to solve one of English learning problems and develop teachers quality in English teaching. Besides that, the researcher is English education student who want to be a teacher. Therefore, the findings of this research will help the researcher or reader to stimulate students motivation through the new exact method. E. Scope of the Research The scope of the research is limited to the asking of questions about students perspective in scale categories to the motivation of students at SMPN 24 Makassar to learn English through the story of successful prominent figures.

CHAPTER II REVIEW OF RELATED LITERATURE This chapter deals with some previous related findings, some pertinent ideas, and theoretical framework. A. Some Previous Related Findings Nurbiah (2001) conducted a research on the motivation of the third-year students of SLTPN 2 Tinambung kabupaten Polmas to read the narrative reading materials. She found that the third-year students of SLTP negeri 2 Tinambung in Polmas regency have high motivation to read the narrative reading materials. Patiung (2001) conducted a research on motivating the first-year students of SLTP negeri 8 Makassar to master English vocabulary using questions (a classroom action research). She found that inferential questions can increase the students motivation in learning vocabulary through questioning technique and inferential questioning technique can improve the students vocabulary. Kristia (2002) conducted a research on motivating the second year of SLTP negeri 26 Makassar to read the use of folktales. She found that the students were interested to increase the students motivation in English learning through reading English story (folktales). Haryati (2004) conducted a research on Motivating students of SMU Negeri 1 Pare-pare to read using mystery short stories. She found that reading mystery short

stories increase the students motivation in reading English texts. The evidence that prove the conclusion is the students were interested in reading English story by finding out the clues of the mystery, solve the mystery before the end of history, use their leisure to read mystery short story, etc. Based on the findings above, English teachers should be formulating exact method to improve students motivation by using several instruments like using of folktales, mystery short story, narrative reading materials, inferential questioning technique, etc. All of the formulation can be applied by the teachers to improve students participation in English learning. B. Some Pertinent Ideas 1. What is motivation Undslay and Wino in Junaid (1992: 9) define motivation as a combination of forces which initiate, direct, and sustain behavior..goal. Roediger (1984: 420) states that motivation is concerned with why behavior occurs; why it starts, what behavior will occur, how vigorous behavior will be, and why and when a particular behavior will stop. Variabilitys in behavior between people and within a person from time is often accounted for by differences in motivation. The statement of Roediger is relevant to what De Cecco and Crawford (1974: 137) say that the motivation refers to those factors that increase and decrease of an individual activity .Thus, it determines the levels of degrees of his activity. Furthermore, they say that the motivation is the term use to describe what energizes a person and direct his or her activity.
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Gage and Berliner (1984: 372) define motivation as the engine steering wheel of an automobile. Motivation also can be defined as conditions, which imitate, guides, and maintain behaviors usually until some goal is reached (Witting, 1997: 105).Lidslay (1957) in Moose and Wingo (1962: 287) see motivation as a combination of forces, which imitate, direct, and sustain behavior toward a goal. In the context of classroom, motivation refers to such characteristic of students behavior as interest, alertness, attention, concentration, and persistence (Anderson, 1973: 399). For Morse and Wingo (1962: 287), motivation, applied to classroom, is what pushes a student to try to learn. Gardner in Benson (1991: 35) states that motivation in learning English is those factors that energize and direct the students activities as their effort and desire to learn English. The significance of motivation for learning is usually assumed without question. One the one hand, the promise of reward or the treat of punishment provides means by which the teacher keeps the pupil at work without pressure from the teacher. The teacher has a choice between using specific goals and enlisting selfactivating motives or perhaps employing some combination of these. Motivation is also aspects that are not less and important in learning a language and attitude motivation goes hand with to reach the target language. These two aspects motivation and attitude influence the success.

2. Kinds of Motivation Generally, there are two kinds of motivation; they are intrinsic and extrinsic motivation. a. Extrinsic motivation Extrinsic motivation, in educational psychology, is sometimes thought to relate to short-term success and is said to be guided by external stimuli, such as parental approval offer of a reward, thread of punishment a good grade (Van Els, 1984:117). Many students therefore, work for grades and not for understanding and mastery of a subject (Morgan, 1979: 232). Gilmer (1975) in Junaid (1992: 12) states that when we are extrinsically motivated to do something, we do it because it leads to an external reward, such as money, praise from someone. Zimbardo in Junaid (1992) says that when work is reduced to a behavior, which will only be done for the sake of a reward, the work is extrinsically motivated. The relevance of particular to the study of language learning is the distinction between instrumental and integrative motivation which was first suggested by Gardner and Lambert. A student is said to be instrumentally motivated it the purposes of language study reflect the more utilitarian value of linguistic achievement, such as getting ahead in ones occupation in he said to be interactively motivated if he wishes to learn more about others cultural community because he is interested in it in open minded way, to the point of that eventually being accepted as a member of that other group ( Gardner and Lambert, 1972:3 in Van Ells 1984: 117).
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In addition to the types of motivation above, instrumental and integrative, a third has been added for the analysis of the English foreign language situation in Japan (Benson, 1991: 36). It could not be realistically being termed either instrumental or integrative. It may be term personal, since they appear to relate to individual development and enjoyment of entertainment in English. These three types of motivation, however, not are discussed in detail and separate in this writing rather we view motivation to learn English I general. b. Intrinsic motivation In Educational psychology, intrinsic motivation is sometimes thought to relate to long term success and is usually defined as motivation which is guided by an interest in the task itself in which one are engaged (Van Els, 1984: 117). Dacy (1975) in Morgan (1979: 231) defines intrinsic motivation as a persons need for feeling component and self-determining on dealing with his competence and self-determination. Herber and Runyon (1984: 82) define intrinsic motivation as arising from within the individual. When work is undertaken for its own sake without concern for extrinsic rewards, the work is intrinsically motivated (Zimbardo, 1980: 273). Gilmer (1975:30) states that when a person in intrinsically motivated to do activity, he does it because what he is doing. The activity itself is its own reward. Thus, when something is done for its own sake it is intrinsically motivated. Intrinsically motivation implies self-actualization and ego involvement.

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In relation with the teaching and learning process, Harmer in Nurwana (2000: 6) states that intrinsic motivation is all factors which exist in the classroom, such as the atmosphere in the class, the teachers method, the teacher performance, the materials, and so on. 3. Function of Motivation Generally, the function of motivation by Owens (1981) in Nurhadi (1991: 154) can be divided as follows: a) b) c) To stimulate someone to do something To determine goal orientation of behavior To select behavior This opinion is in accordance with what Gage and Berliner (1984: 377) pointed out that the role of motivation in behavior and learning accounts for: a) b) c) What makes reinforce The goal orientation of behavior; and The amount of time spent on different activities According to Di Vesta (1970: 150) motivation has three important functions in behavior. Firstly, they are energizing. He also says that motivated pupils are demonstrably active and his activity is maintained need at relatively high levels relevant goals or rewards are attained. Secondly, motives have directing function. They are determined a class of responses likely to be most appropriate. Thus, the

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motives provide the pupils with cues directing him to the most appropriate behavior in the situation. Thirdly, motives have a selecting function. In this case, the selecting function of motives helps to make behavior more efficient and precise. In general, the function of motivation already mentioned above was based on the hierarchy of needs, which was suggested by the psychologist Abraham Maslow. A simplified summary of the hierarchy as follows: 1) 2) 3) 4) Psychological needs or survival motives such as hunger, thirst, and sex Safety needs or security motives such as stability and order Belongingness and love needs such as needs for affection affiliation Esteem needs or status and achievement motives such as the need for prestige, success, self respect, and 5) Self actualization needs or motive to become one is capable of becoming. This need for self-actualization is theorized to be the top need in hierarchy of needs, or motives (Maslow in Morgan, 1979, and Witting, 1977: 110). Regarding the function of motivation in English language learning, it can be concluded that there are two function of motivation in the English language learning as a foreign language, namely: the instrumental if the purposes of language study reflect the more utilitarian value of linguistic achievement, and integrative if the students wishes to learn more about the other cultural community because he is interested in it in open minded way, to the point of eventually being accepted as a

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member of that other group (Gardner and Lambert: (1972) in Benson, 1990: 35 and Nurhadi, 1991: 154) 4. Characteristic of Motivation To understand more about motivation, the explanation of it characteristic is needed. Thonrburg in Prayitno (1989: 28) presented five general characteristic of motivation, namely: a. The motivated behavior in energized The energized may be basic needs or it may be a learned need such as praise from the teacher b. The motivated behavior gives direction of the students lead their energy into what can motivate them such as expanding social interaction, getting praise from the teacher, it mean they are attaining their purposes. c. Motivation brings about behavior intensity. Well-known capable students in English subject, for instance, will be motivated to improve it. This motivation will bring about behavior intensity in learning English. d. Motivation in selective Since behavior directed toward some goals, the students may choose appropriate activities to the students their needs e. Motivating is to satisfying needs To be motivated a student has realize his or her shortcoming. By realizing it, they are be motivated the students that shortcoming.

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According to Zimbardo (1980: 225-256), motivation is characterized by the following features: a) b) c) d) e) Energy arouse Direction of effort toward a particular goal Selective attention to relevant stimuli Organization of response units into an integrated pattern, and Persistence their activity until the imitating conditions is changed. In education, as many teachers see it, a student is motivated if he or she wants to do the thing that the teacher thinking he or she would want to do. The students are attentive and persistent in his or her schoolwork if he shows respect and try hard to please the teachers, and then he is thought to be motivated (Anderson at al. 1982: 274). 5. Factors Influence Motivation on the English Language Learning Theresia in Nurhadi (1990: 154) sates that generally, there are two kinds of factors that can influence motivation on the second language learning, namely internal and external factors. Internal factors that can influence motivation such as: a) b) Students opinion the language being learned, and The students attitude toward the language Among their external factors that can influence motivation on the second language learning according to here are:

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1) 2) 3)

Parented influences Social environment of the students, and Sosiopsychological factors in the classroom. Santaria (1991: 19) state that basically, there are two factors that can

influences the students motivation as well as their interest learning English, they are: internal an external factors. Internal; factors such as the students interest in learning English, the students attitudes toward the English language, and the students aptitude or linguistics ability. External factors that can influence the students motivation on the English language learning such as school factors, which may involve the teachers, the students, and the lesson materials, family factors such as material and mental support and social environment factors. Kharma (1991: 103) states that motivation is made up so many factors, for instance, are the following: a. b. c. d. e. The student linguistic and cultural background The students attitude to school in general Parents education background The prestige of the language both locally and internationally The need for learning the language and the aspect of that language which are needed most f. The students first experience with the language

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g.

The teachers attitude to the teaching profession in general an to foreign language teaching in particular

h.

The relationship between teachers and students. Moreover, he says that among the motivation factors one should not forget the

text book used, the modes presentation and teaching of the language, individual differences in language aptitude, intelligences and interest (Kharma, 1991: 104) 6. How to Measure Motivation Motivation is a concept of variable without physical reality. We do not see motivation. We see behavior. Thus, the measurement of motivation is indirect, just as our measurement of other psychological construct, for example; attitudes, interest, and values (Anderson in Nurwana: 2000) In this case, to find the data relating to the description of motivation of the students at SMPN 24 Makassar to learn English through the story of successful prominent figure. The writer used questionnaire that consist 20 items. Ten items are favorable (positive statement) and ten items are unfavorable (negative statement). Each item is provided with four options of motivation scale categories. They are strongly agree, agree, disagree, strongly disagree, strongly motivated, motivated, not motivated, and strongly not motivated. 7. Factors that Influence Students Motivation a. 1) Internal Factors Interest

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Interest refers to kinds of thing we appreciate and enjoy. The selection of and occupation and the satisfaction we get from other works usually depends more on our interest than ability (Saharuddin in Nurwana: 2000: 10). Experimentally, an interest is a response of liking. It is present when we are aware our disposition towards the object we like, the object we prepare to react to (Robert in Sulfansyah 1993: 7). It is relevant to what is stated by Chaplin in Jalil (1989: 15) that an interest is an attitude in choosing an interesting object. It is a feeling which determines activities or object that leads ones behavior to particular aims. Someone who is interested in an object or a certain activity will always pay attention to the object and enjoy doing the activity. Sukardi (1985: 4) defines that interest is a possible attitude of feeling towards activities, experience or other things. Furthermore, he says that interest is a set of mental conditions, which consist of the combination of prejudice, curiosity or other tendency that lead someone to particular preference. According to Sukardi (1985: 4) there are three ways to determine interest. They are: 1. Expressed interest: a person can express his interest or choice by words. 2. Manifest interest: a person can express his interest through actions or activities or he will involve actively in certain activity. 3. Inventoried interest: a persons interest can be measured from his response to certain questions related to particular activities.

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Having interest in something will support us to know the thing well, our attention focused toward that object. If the students have a good interest toward English, consequently they will always make efforts to find ways of knowing English. 2) Attitude According to Thorndike and Hagen in Nurwana (2000: 13) attitude is the individual response with enthusiasm and aversion, not only toward activities, but also to the social groups, social institutions, and aspects of life. Attitude is the potential tendency to react towards a stimulant. It is integrated in the individuals personality, which prompts him to do or not do something, to accept or to refuse something. Attitude is formed if one believes that he can benefit or advantages of the certain object. Atkinson (1953: 558) says that attitudes are like and dislike for identifying aspect of the environment, person, thing, events, or ideas. Attitudes are the effective component in a three parts system that also include beliefs (the cognitive component) and action. An attitude according to Rokeach (1980) is a relatively enduring organization of beliefs around and object or situation one to respond in some preferential manner. He defines an attitude as an organization of several beliefs focused on specific object (physical and social, concrete or abstract) or condition one to respond in some preferential manner. In addition, attitude is thus package of beliefs

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consisting of interconnected assertions are true or false, and other things about it are desirable or undesirable. It can be concluded that an attitude is individuals views, and beliefs about an object, activities, situation, institution, and other aspects of life that cause him to respond or to react to them: An attitude is individuals readiness to respond, to act towards or against object, situation, activity, or thing. 3) Needs Maslow in Nurwana (2000: 14) proposed human desires for example motives, are innately given and arrange in an ascending hierarchy of priority or potency. He presented human desire the need hierarchy conception of human motivation. The needs are, in order their potency: a) Basic psychological needs b) Safety needs c) Belongingness and love needs d) Self esteem needs e) Self-actualization needs for personal fulfillment. He was quite definite about another set of another need (the needs to know and understand). The needs to know and understand as innate drive that push for satisfaction. There is an evitable overlap or interaction between two need hierarchies. Knowing and understanding, are the basic to interacting with the environment.

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Therefore, it is impossible to become self-actualizing if the needs to know and to understand are not satisfied. It can be said that people are motivated to do something, to know and understand something based on their needs. b. External factor 1) Family Factor Family, especially parents always expect and want their children to achieve success. Most children accept their parents expectation and make their own (Herber and Runyon, 1984: 98). If parents want their children to become an English teacher, for example, automatically they will ask their children to choose English department when their children are entering university. They will give their support to their children in order that their children can achieve success, which they expect. 2) Environmental Factor It can not be denied that in doing something a person is often influenced by this environment. For example, in choosing English in order to learn it, he may be influenced by her friends, teacher and other aspect of environment. Harmer in Nurwana (2000: 15) says that the students peers (his or her equals) will also be in powerful position to affect his or her attitude, as will other members of the students community.

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8. What is the story of successful prominent figure The story of successful prominent figure is the short biography of public figure that has contributed in all aspects like politics, economy, culture, religion, science, and technology. It can inspire reader or listener to imitate the life way. What is the question we always ask about the successful? We want to know what they are like-what kind the personalities they have, or how intelligent they are, or what kind the lifestyle they have, or what special talent they might have been born with, and we assume that it is those personal qualities that explain how that individual reached the top (Gladwell.2008: 18). 9. Research Framework The research framework underlying this research is given in the following diagram:

INSTRUMENT The story of successful prominent figures

PROCESS Listening the teachers story in learning process

TARGET Description of motivation from students opinion as guide of teacher in English learning

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CHAPTER III RESEARCH METHOD This chapter presents the research method, the population and sample, the variable and the operational definition, the research instrument, procedure and collecting data, and technique of data analysis. A. Research Method This study applies pre-experimental design using the one-shot case study, which aimed at finding out the students opinion in motivation at SMPN 24 Makassar to learn English through the story of successful prominent figures. B. Variable and Operational Definition a. Variable The independent variable is The story of successful prominent figures which estimated to influence motivation of students at SMPN 24 Makassar to learn English. Indicators : The students opinion about using the impact of story about successful prominent figures The dependent variable is students motivation. Indicators : The desire of students to do something in order to reach a target in learning English based on the students opinion.

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C. Population and Sample 1. Population The population of this study was in class VII at SMPN 24 Makassar in academic year 2010/2011. It consisted of nine classes. The number of students was 242 students. 2. Sample This study used random sampling. The sample of this present study was from class VII 1 and VII 3 that consists of 69 students at SMPN 24 Makassar in academic year 2010/2011 because its class had subjectively good students than other classes. The students in VII 1 and the VII 3 had balance in men and women quantity. So, the data accuracy that influenced by the factor of gender could be coped with. D. Research Instrument To find out the motivation of students at SMPN 24 Makassar to learn English through the story of successful prominent figures, the researcher used questionnaire. In the questionnaire, the researcher formulated questions related to the students being motivated to learn English through the story of successful prominent figure. It consists 20 items. Ten items are favorable (positive statement) and ten items are unfavorable (negative statement). Each item is provided with 4 options of motivation scale categories. They are strongly agree, agree, disagree, strongly disagree, strongly motivated, motivated, not motivated, and strongly not motivated.

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E. Procedure of Collecting Data The procedure of collecting data consists to planning and collecting data. 1. Planning In this stage, the researcher: a) Asked the recommendation to Faculty of Language and Literature for conducting research b) c) Told to Headmaster about the research that would be conducted Formulated the story of successful prominent figure. Namely, Haji Agussalim and Soekarno in short biography.
d)

Prepared questionnaire for collecting data Collecting Data

2.

This stage the researcher taught and researched in classroom a. The researcher started the class normally by using lesson plan as a guide in learning English b. In teaching practice (40 x 2 minutes), the researcher spent ten minutes to talk about the story of successful figure. Namely:Haji Agussalim and Soekarno, in short biography c. Gave questionnaire to all students that participate in learning English and listening to the story of successful prominent figure d. Explained the technique to fill and answer the question on the questionnaire

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e. f.

Gave 20 minutes to answer the questions in ten questions of multiple choice Collected the questionnaire from the students

F. Technique of Data Analysis The data from the questionnaire were tabulated and classified to determine the frequency and the percentage of the students answer using the following formula:

P
In which:

X 100 %

P F
N

= Percentage = Frequency = The total number of students

1. Questionnaire The data were collected through questionnaires and analyzed by using formula:

_ X
Notation.: X X N = The mean score = The total scorer = The total number of the subject

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&+$37(5,9 ),1',1*6$1'',6&866,21 This chapter presents the findings and the discussion of findings. The findings consist of all the data collected during the research and the discussion deals with explanation of findings. A. Findings The data from questionnaire were collected on October 29, 2010 and analyzed by using tabulation and percentage techniques as seen in the following: The average frequency and percentage of students opinion in scale categories were found as follow. Table 1 The students opinions about: The English lesson in school is difficult (item 1) Responses a. Strongly agree b. Agree c. Disagree Frequency 1 14 48 Percentage (%) 1, 4% 20, 3% 69, 6%

26

d. Strongly disagree Total

6 69

8, 7% 100 %

Table 1 above shows that among the 69 students, fewest of them (1, 4 %) strongly agree, some of them (20, 3 %) agree, more than half of them (69, 6 %) disagree and the other option (8, 7 %) strongly disagree that the English lesson in school is difficult. Table 2 The students opinions about: After the students listen to the story of successful prominent figures because of their language ability, students will be motivated to learn English (item 2). Responses a. Strongly motivated b. motivated c. not motivated d. not strongly motivated Total Frequency 28 40 0 1 69 Percentage (%) 40, 6% 58% 0% 1, 4% 100 %

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Table 2 above shows that among the 69 students, some of them (40, 6 %) are strongly motivated, more than half of them (58 %) are motivated, none of them (0%) is not motivated, and few of them (1, 4 %) are not strongly motivated to learn

English after listening to the story of successful prominent figure because of their language ability. Table 3 The students opinions about: If the English is being taught and the successful figures are being told by the teacher, they will annoy the students. (item 3) Responses a. Strongly agree b. Agree c. Disagree d. Strongly disagree Total Frequency 1 3 54 11 69 Percentage (%) 1,4% 4, 3% 78, 3% 16 % 100%

Table 3 above shows that among the 69 students, fewest of them (1, 4 %) strongly agree, some of them (4, 3 %) agree, more than half of them (78, 3 %) disagree and the other students option (16 %) strongly disagree If the English is

28

being taught and the successful figures are being told by the teacher, they will annoy the students. Table 4 The students opinions about: The story of successful prominent figures that listened by the students will improve the spirit of English learning (item 4). Responses a. Strongly agree b. Agree c. Disagree d. Strongly disagree Total Frequency 29 36 3 1 69 Percentage (%) 42 % 52, 2% 4, 3 % 1, 4 % 100%

Table 4 above shows that among the 69 students, many students (42 %) strongly agree, more than half of them (52, 2 %) agree, the other students option (4, 3 %) disagree and fewest of them (1, 4 %) strongly disagree that the story of successful prominent figures that listened by the students will improve the spirit of English learning.

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Table 5 The students opinions about: Learning English in the classroom without motivation from the teacher is extremely boring Responses a. Strongly agree b. Agree c. Disagree d. Strongly disagree Total Frequency 15 44 5 5 69 Percentage (%) 21, 7 % 63, 8 % 7, 2 % 7, 2 % 100%

Table 5 above shows that among the 69 students, many students (21 %) strongly agree, most of them (52, 2 %) agree, both of the other students option (7, 2 %) disagree and strongly disagree that learning English in the classroom without motivation from the teacher is very boring. This means that the students will be bored without motivation from the teacher in classroom. Table 6 The students opinions about:

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The English teachers should use a part of the time in English lesson to tell about the story of successful prominent figures Responses a. Strongly agree b. Agree c. Disagree d. Strongly disagree Total Frequency 19 44 5 1 69 Percentage (%) 27, 5 % 63, 8 % 7, 2 % 1, 4 % 100%

Table 6 above shows that among the 69 students, many students (27, 5 %) strongly agree, more than half of them (63, 8 %) agree, the other students option (7, 2 %) disagree and fewest of them (1, 4 %) strongly disagree that English teachers should use a part of the time in English lesson to tell about the story of successful prominent figures. This means that the teachers should use a part of the time in English lesson to tell about the story of successful prominent figures. Table 7 The students opinions about: English is international language that has role in acquiring to the target

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Responses a. Strongly agree b. Agree c. Disagree d. Strongly disagree Total

Frequency 45 22 2 0 69

Percentage (%) 65, 2 31, 9 % 2, 9 % 0% 100%

Table 7 above shows that among the 69 students, majority of them (65, 2 %) strongly agree, some of them (31, 9 %) agree, few of them (2, 9 %) disagree and none of them (0 %) strongly disagree to the statement that English is international language that has role in acquiring target. This means that the students admit English is international language that has role in acquiring to the target. Table 8 The students opinions about: The students will feel bored when the teacher explain English without breaking time to tell something or motivate the students Responses a. Strongly agree Frequency 16 Percentage (%) 23, 2 %

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b. Agree c. Disagree d. Strongly disagree Total

35 16 2 69

50, 7 % 23, 2 % 2, 9 % 100%

Table 8 above shows that among the 69 students, many students (23, 2 %) strongly agree, most of them (50, 7 %) agree, the other students option (23, 2 %) disagree and fewest of them (2, 9 %) strongly disagree students will feel bored when the teacher explain English without breaking time to tell or motivate the students. This means that the students will feel bored when the teacher explains English without breaking time to tell something or motivate the students. Table 9 The students opinions about: If the teachers take a part of the time to tell life experience or buffetings story of famous figures to acquire success, the students will be motivated to learn English Responses e. Strongly motivated f. motivated Frequency 33 36 Percentage (%) 47, 8 % 52,2 %

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g. not motivated a. not strongly motivated Total

0 0 69

0% 0% 100%

Table 9 above shows that among the 69 students, many students (47, 8 %) strongly agree, most of them (52, 2 %) agree, and both of the other students option (0 %) disagree and strongly disagree if the teachers take a part of the time to tell life experience or buffetings story of famous figures to acquire success, the students will be motivated to learn English. This means that the students will be motivated to learn English if the teachers take a part of the time to tell life experience or struggle story of famous figures to acquire success. Table 10 The students opinions about: The story of successful prominent figures is not correlative to the improving English learning motivation of students Responses a. Strongly agree b. Agree Frequency 7 5 Percentage (%) 10, 1 % 7, 2 %

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c. Disagree d. Strongly disagree Total

47 10 69

68, 2 14, 5 % 100%

Table 10 above shows that among the 69 students, few of students (10, 1 %) strongly agree, fewest of them (7, 2 %) agree, more than half of them (68, 2 %) disagree and many of them (14, 5%) strongly disagree that the story of successful prominent figures is not relate to the improving English learning motivation of students. This means that the story of successful prominent figures relate to the improving English learning motivation of students in students opinion. Table 11 The students opinions about: The students motivation depend on the figure that told by the English teacher Responses a. Strongly agree b. Agree c. Disagree d. Strongly disagree Frequency 10 23 36 0 Percentage (%) 14, 5 % 33, 3 52, 2 0%

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Total

69

100%

Table 11 above shows that among the 69 students, few of students (14, 5 %) strongly agree, many of them (33, 3 %) agree, more than half of them (52, 2 %) disagree and none of them (14, 5%) strongly disagree that the students motivation is depending on the figure that told by the English teacher. This means that the students motivation does not depend on the figure that told by the English teacher. Table 12 The students opinions about: The teachers story about successful figure in English learning will disturb English learning process in classroom Responses a. Strongly agree b. Agree c. Disagree d. Strongly disagree Total Frequency 4 11 46 8 69 Percentage (%) 5, 8 % 15, 9 % 66, 7 % 11, 6 % 100%

36

Table 12 above shows that among the 69 students, fewest of students (5,8 %) strongly agree, many of them (15,9 %) agree, more than half of them (66,7 %) disagree and few of them (11, 6%) strongly disagree to the statement that the teachers story about successful figure in English learning will disturb English learning process in classroom. This means that the teachers story about successful figure in English learning will not disturb English learning process in classroom by the students opinion. Table 13 The students opinions about: The teachers should tell about the successful prominent figure in Indonesian for the students understanding Responses a. Strongly agree b. Agree c. Disagree d. Strongly disagree Total Frequency 32 30 5 2 69 Percentage (%) 46, 4 % 43, 5 % 7, 2 % 2, 9 % 100%

37

Table 13 above shows that among the 69 students, most of them (46, 4 %) strongly agree, many of them (43, 5 %) agree, the other students option (7, 2 %) disagree and fewest of them (2, 9%) strongly disagree that the teachers should tell about the successful prominent figure in Indonesian for the students understanding. This means that the students need the teachers tell about the successful prominent figure in Indonesian for the students understanding. Table 14 The students opinions about: The students will feel bored if the teacher always tells about the story of successful prominent figures in English teaching Responses a. Strongly agree b. Agree c. Disagree d. Strongly disagree Total Frequency 4 23 38 4 69 Percentage (%) 5, 8 % 33, 3 % 55 % 5, 8 % 100%

Table 14 above shows that among the 69 students, both of the students option (5, 8 %) strongly agree and strongly disagree, many of them (33, 3%) agree, and more

38

than half of them (55 %) disagree that the students will feel bored if the teacher always tells about story of successful prominent figure in English teaching. This means that the students will not feel bored if the teacher always tells about story of successful prominent figure in English teaching. Table 15 The students opinions about: The students will be motivated to learn English if the figures in the story from English teacher are the success figures because of their language ability Responses a. Strongly agree b. Agree c. Disagree d. Strongly disagree Total Frequency 15 44 10 0 69 Percentage (%) 21, 7 % 63, 8 % 14, 5 % 0% 100%

Table 15 above shows that among the 69 students, many of them (21, 7 %) strongly agree, more than half of them (63, 8 %) agree, few of them (14, 5 %) disagree and none of them (0%) strongly disagree that the students will be motivated to learn English if the figures in the story from English teacher are the success figure

39

because of their language ability. This means that the students will be motivated to learn English if the figures in the story from English teacher are the success figures because of their language ability.

Table 16 The students opinions about: The story of prominent figures in Indonesian will not improve English skills (reading, writing, listening, and speaking) Responses a. Strongly agree b. Agree c. Disagree d. Strongly disagree Total Frequency 6 13 45 5 69 Percentage (%) 8,7 % 18, 8 % 65, 2 % 7, 2 % 100%

Table 16 above shows that among the 69 students, few of them (8, 7 %) strongly agree, many of them (18, 8 %) agree, more than half of them (65, 2 %) disagree and fewest of them (7, 2 %) strongly disagree that the story of prominent

40

figures in Indonesian will not improve English skills (reading, writing, listening, and speaking). This means that the story of prominent figures in Indonesian will improve English skills (reading, writing, listening, and speaking) in students opinion. Table 17 The students opinions about: The students will be motivated to learn English if the teacher emphasize English materials rather than listen to the story of successful prominent figure Responses a. Strongly agree b. Agree c. Disagree d. Strongly disagree Total Frequency 4 15 42 8 69 Percentage (%) 5, 8 % 21, 7 % 60, 9 % 11, 6 % 100%

Table 17 above shows that among the 69 students, fewest of them (5, 8 %) strongly agree, many of them (21, 7 %) agree, more than half of them (60, 9 %) disagree and the other students option (11, 6 %) strongly disagree that the students will be motivated to learn English if the teacher emphasize English materials rather than listen the story of successful prominent figure. This means that the students will

41

be motivated to learn English if the teacher does not emphasize English materials rather than listen to the story of successful prominent figure. Table 18 The students opinions about: The successful figures that are prominent in language ability are fewer Responses a. Strongly agree b. Agree c. Disagree d. Strongly disagree Total Frequency 4 9 40 17 69 Percentage (%) 5, 8 % 13 % 58 % 24, 6 % 100%

Table 18 above shows that among the 69 students, fewest of them (5, 8 %) strongly agree, few of them (13 %) agree, more than half of them (58 %) disagree and many of them (11, 6 %) strongly disagree that the successful figures that are prominent in language ability are fewer. This means that the successful figures that are prominent in language ability are not fewer in students opinion.

42

Table 19 The students opinions about: The influence of the story of successful prominent figures to improve students motivation is depending on the students target in English learning Responses a. Strongly agree b. Agree c. Disagree d. Strongly disagree Total Frequency 9 40 19 1 69 Percentage (%) 13 % 58 % 27, 5 % 1, 4 % 100%

Table 19 above shows that among the 69 students, few of them (13 %) strongly agree, more than half of them (58 %) agree, many of them (27, 5 %) disagree and fewest of them (1, 4 %) strongly disagree that the influence of the story of successful prominent figure to improving students motivation is depending on the students target in English learning. This means that the influence of the story of successful prominent figures to improve students motivation is depending on the students target in English learning.

43

Table 20 The students opinions about: Using the excessive time (more than 10 minutes) to motivate students will make the student feel bored Responses a. Strongly agree b. Agree c. Disagree d. Strongly disagree Total Frequency 6 17 45 6 69 Percentage (%) 8, 7 % 24, 6 % 65, 2 % 8, 7 % 100%

Table 20 above shows that among the 69 students, both of students option (8, 7 %) strongly agree and strongly disagree, many of them (24, 6 %) agree, and more than half of them (65, 2 %) disagree that Using the excessive time (more than 10 minutes) to motivate students will make the student feel bored. This means that the using the excessive time (more than 10 minutes) to motivate students will make the students feel bored.

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B. Discussion In this discussion, the researcher present the interpretation of findings in details related to the students motivation to learn English through the story of successful prominent figures. Based on the students opinion from the result of the questionnaire, the responses were as follows: Most of the students (69, 6%) disagree to the statement about the English lesson in school is difficult. This means that the difficulty of English lesson in school does not influence the motivation of students to learn English. Most of the students (58 %) are motivated and (40, 6 %) strongly motivated to the statement about the students will be motivated to learn English after listening to the story of successful prominent figures because of their language ability. This means that the story of successful prominent figure is an exact method to stimulate the students motivation to learn English. Most of the students (78, 3 %) disagree and (16 %) strongly disagree to the statement about if the English is being taught and the success of figures is being told by the teacher, they will annoy the students. This means that the story of successful prominent figures will not annoy the students in English learning if the teacher practices the method to improve students motivation. Most of the students (52, 2 %) agree and (42 %) strongly agree to the statement about The story of successful prominent figures that listened by the

45

students will improve the spirit of English learning. This means that the story of successful prominent figures is essential method to improve the spirit of students to learn English. Most of the students (63, 8 %) agree and (21, 7 %) strongly agree to the statement about Learning English in the classroom without motivation from the teacher is extremely boring. This means that the students need motivation to learn English from the teacher in classroom. Most of the students (63, 8 %) agree and (27, 5 %) strongly agree to the statement about The English teachers should use part of the time in English lesson to tell about the story of successful prominent figures. This means that the students need teachers take a part of the time tell about the story of successful prominent figure to stimulate the students motivation. Most of the students (65, 2 %) strongly agree and (31, 9 %) agree to the statement about The English is international language has role in acquiring to the target. This means that The English as international language can stimulate the students to learn English and acquire the target. Most of the students (50, 7 %) agree and (23, 2 %) strongly agree to the statement about The students will feel bored when the teacher explains English without breaking time to tell something or motivate the students. This means that the students need breaking time in English learning session from the teacher.

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Most of the students (52,2 %) motivated and (47,8 %) strongly motivated to the statement about If the teachers take a part of the time to tell life experience or buffetings story of famous figures to acquire success, the students will be motivated to learn English. This means that the teachers can take a part of the time to tell life experience or buffetings story if the teachers want to motivate their student in English learning. Most of the students (68, 2 %) disagree and (14, 5 %) strongly disagree to the statement about The story of successful prominent figures is not correlative to the improving English learning motivation of students. This means that the story of successful prominent figures based on the students opinion is correlative to the improving English learning motivation of students. Most of the students (52, 2 %) disagree to the statement about The students motivation depend on the figure that told by the English teacher. This means that the teacher who wants to motivate students by use the story of successful prominent figure should choose the exact figure in teachers story. Most of the students (66, 7 %) disagree to the statement about The teachers story about successful figure in English learning will disturb English learning process in classroom. This means that the teachers story about successful figure in English learning will not disturb the students in English learning in classroom.

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Most of the students (46, 4 %) strongly agree and (43, 5 %) agree to the statement about The teachers should tell about the successful prominent figure in Indonesian for the students understanding. This means that the students need teacher tell about the story of successful figure in Indonesian to motivate them. Most of the students (55 %) disagree to the statement about The students will feel bored if the teachers always tell about the story of successful prominent figures in English teaching. This means that the students have not boring problem if the teacher always tells about the story of successful prominent figure in English learning. Most of the students (63, 8 %) agree and (21, 7%) strongly agree to the statement about The students will be motivated to learn English if the figures in the story from the English teacher are the success figures because of their language ability. This means that the teacher should be creative to select the success figure that has correlation to the language ability. Most of the students (65, 2 %) disagree to the statement about The story of prominent figures in Indonesian will not improve English skills (reading, writing, listening, and speaking). This means that the story of successful prominent figures in Indonesian will improve the students English skills (reading, writing, listening, and speaking).

48

Most of the students (60, 9 %) disagree to the statement about The students will be motivated to learn English if the teacher emphasize English materials rather than listen to the story of successful prominent figure. This means that the teacher should not emphasize English materials if the teacher wants to motivate the students in learning English. Most of the students (58 %) strongly disagree and (24, 6%) disagree to the statement about The successful figures that are prominent in language ability are fewer. This means that there are many the successful figures that are prominent in language ability based on student opinion. Most of the students (58 %) agree to the statement about The influence of the story of successful prominent figures to improve students motivation is depending on the students target in English learning. This means that the students target in English learning will improve students motivation by use the story of successful prominent figures. Most of the students (65, 2 %) disagree to the statement about Using the excessive time (more than 10 minutes) to motivate students will make the students feel bored. This means that the students will not take exception for the excessive time to motivate students in English learning.

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CHAPTER V CONCLUSION AND SUGGESTION This chapter presents the conclusion and the suggestion of the research. A. Conclusion Based on the findings and the discussion in chapter IV previously, the researcher concludes that: a. The students at SMPN 24 Makassar are motivated to learn English through the story of successful prominent figures. b. The students at SMPN 24 Makassar have high motivation to learn English after listening to the story of successful prominent figures in English lesson activities. c. The story of successful prominent figures that listened by the students will improve the spirit of English learning. d. The students would feel bored to learn English in the classroom without motivation from the teacher. e. The students would be motivated to learn English if the teachers take a part of the time to tell life experience or struggle story of famous figures to acquire success.

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B. Suggestion Based on the findings and conclusion above the researcher suggests that: a. The English teacher should take a part of English teaching time to tell about the story of successful prominent figures because it can be improve students motivation and spirit to imitate the successful figures in the story b. The English teacher should realize that the motivation is very important in success especially in English learning c. The English teachers should manage the time to motivate the students so that the students can feel relax in classroom d. The best teacher is the teacher who can make the students consciously learn not only in classroom but also in anywhere. That is why the teachers motivation is much needed.

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REFERENCES Anderson, B. sacria, et al (1981).Encyclopedia of Educational Evaluation. Sixth Printing. Josse-Bass Publisher, San Fransisco. California. Anderson, Richard and Geral, Faust, W (1973).Educatonal psychology. Harper and Raw Publisher New York. Arikunto.(1993).ProsedurPenelitian.Yogyakarta :PenerbitRinekaCipta. Atkinson. L, et al. (1953).Introduction to psychology. Harcout Grace Javanivic, Publisher, San Diego. Benson, J.M.(1991). Attitudes and Motivation toward English. Survey of Javanese Fresmen. RESC journal, Vol.22 Number 1, PP. 35-47. De Cecco, P. John and Crowford, William (1974). The Psychology of Learning and Instruction. Second Edition, Prentice Hall Inc. Englewood Cliffs, New Jersey. Di Vesta, Francis J and Tomphson cliffs, George (1970). Educational psychology. Meredith Corporation, New York. Gage, L and Berliner, C. David (1984).Educational Psychology. Meredith Corporation, New York. Gardner, Robert C, and Lambert, Wallance E. (1972).Attitudes and Motivation in Second-Language Learning. USA: Newburg Publishers. Inc. Gilmer, Von Haller (1975). Applied Psychology. Second Edition.McGraw-Hill, Inc. USA. Gladwell, Malcolm (2008). The story of success, Outliers. First Edition, Hachette Boo Group, Inc. Haryati, Anita (2004). Motivating Students of SMU 1 Parepare to Read Using Mystery Short Stories. A Thesis FBS UNM Makassar. Herber and Runyon.(1984). Psychology of Adjusment. Homewood, Illions

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Jalil.(1989).Minat Mahasiswa Jurusan Pendidikan Seni Rupa dan Kerajinan FPBS IKIP Ujungpandang Dalam Mempelajari Komposisi Warna. Thesis FPBS IKIP Ujungpandang. Junaid, Rosdiana, (1992). Motivation of Students in Learning English at Madrasah Aliyah II. Ujung Pandang IKIP. Kharma, Nayet (1991). Motivation and The Young Foreign Language Learner. RELC journal, Vol. 22 Number 1. PP. 103-116. Kristia.(2002). A Thesis motivating the second year Students of SLTPN 26 Makassar to Read through the Use of Folktales (A classroom Action Research). A Thesis FBS UNM Makassar. Moose C. William and Wingo, Max,G. (1962). Psychology and Teaching. Second Edition. Scott, Foreman and Company, USA Morgan, Clifford (1979). Introduction to Psychology. Fourt Edition.McGraw-Hill Company New York. Nurbiah (2001).The Motivation of the Third-Year Students of SLTP Negeri 2 TinambungKabupatenPolmas to Read the Narrative Reading Materials. A Thesis FBS UNM. Nurhadi.(1991). Dimensi-dimensi dalam Belajar Bahasa Kedua. Cetakan Pertama, Sinar Baru Ofset, Malang. Nurwana.(2000). Correlation between the Motivation of The Students in Choosing English Education Departement of FBS UNM Makassar and Their Learning Achievement. A thesis FBS UNM Makassar. Patiung. (2001). Motivating the First Year Students of SLTP Negeri Makassar to Master English Vocabulary Using Questions (A Classroom Action Research) A Thesis FBS UNM Makassar. Prayitno, Ellida. (1989). Motivasi Dalam Belajar. DEPDIKBUD, Dirjen PT. P2LPTK, Jakarta. Roediger, Hennri.L. et al. (1984). Psychology. Little brown and Company, Boston

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Rokeach, Milton. (1980). Attitude and Values.A Theory of Organization and Change.Jossey Bass Publisher, San Fransisco Santaria, Rustan.(1991). The Interest of The SMA Negeri 3 Ujung Pandang in Learning English. Ujung Pandang, IKIP. Sukardi, DewaKetut. (1985). Bimbingandan Konseling. BinaAksara, Jakarta. Sulfansyah. (1993). The Interest of Sixth Semester Students of SI of the English Education Department of FPBS IKIP Ujungpandang in English Literature. Thesis FPBS IKIP Ujungpandang. Van Els, Theo, et al. (1984).Applied Linguistic and The Learning of Foreign Languages. Edward Arnold Publisher, Ltd. London. Zimbardo, G. Philip. (1980). Essential Psychology and Life. Seven Edition. Scott, Foreman and Company, USA.

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QUESTIONNAIRE NAMA SISWA KELAS NAMA SEKOLAH : : :

Lingkari salah satu jawaban untuk pernyataan berikut ! 1. Menurut saya, pelajaran bahasa Inggris di sekolah adalah pelajaran yang sulit. a. Sangat setuju b. Setuju 2. c. Tidak setuju d. Sangat tidak setuju

Setelah saya mendengarkan cerita tentang kisah seorang tokoh sukses yang terkenal karena kemampuan bahasannya, maka saya akan: 3. Sangat termotivasi 4. Termotivasi c. Tidak termotivasi d. Sangat tidak termotivasi

3.

Jika pelajaran bahasa Inggris sedang berlangsung tiba-tiba guru bercerita tentang kesuksesan para tokoh karena kemampuan berbahasanya maka saya akan merasa terganggu. a. Sangat setuju b. Setuju c. Tidak setuju d. Sangat tidak setuju

4.

Cerita tokoh terkenal yang di perdengarkan oleh guru kepada saya dapat meningkatkan semangat belajar bahasa Inggris. a. Sangat setuju b. Setuju c. Tidak setuju d. Sangat tidak setuju

55

5.

Belajar bahasa Inggris di kelas tanpa motivasi dari guru adalah sangat membosankan. a. Sangat setuju b.Setuju c. Tidak setuju d. Sangat tidak setuju

6.

Guru bahasa Inggris seharusnya memanfaatkan sebagian waktu Mata pelajaran Bahasa Inggris untuk bercerita tentang tokoh sukses yang terkenal. a. Sangat setuju b.Setuju c. Tidak setuju d. Sangat tidak setuju

7.

Bahasa Inggris adalah bahasa internasional yang memiliki peranan penting dalam mencapai cita-cita. a. Sangat setuju b.Setuju c. Tidak setuju d. Sangat tidak setuju

8.

Saya akan merasa bosan ketika guru membahas tentang pelajaran bahasa Inggris dari menit pertama hingga menit akhir tanpa jedah untuk bercerita atau memotivasi siswa. a. Sangat setuju b. Setuju c. Tidak setuju d. Sangat tidak setuju

9.

Jika dalam setiap pembelajaran bahasa Inggris, para guru memanfaatkan sebagian waktu untuk menceritakan pengalaman hidup atau kisah perjuangan para tokoh terkenal untuk meraih sukses, saya akan termotivasi untuk belajar bahasa Inggris. a. Sangat termotivasi c. Tidak termotivasi

56

b.Termotivasi 10.

d. Sangat tidak termotivasi

Cerita tentang tokoh terkenal tidak ada hubungannya dengan peningkatan motivasi belajar bahasa Inggris. a. Sangat setuju b.Setuju c. Tidak setuju d. Sangat tidak setuju

11.

Termotivasi tidaknya dalam belajar bahasa Inggris tergantung pada sosok tokoh yang di ceritakan oleh guru. a. Sangat setuju b.Setuju c. Tidak setuju d. Sangat tidak setuju

12.

Cerita guru tentang kisah sukses tokoh yang terkenal pada saat pelajaran bahasa Inggris sedang berlangsung hanya akan mengganggu proses pembelajaran bahasa Inggris di kelas. a. Sangat setuju b.Setuju c. Tidak setuju d. Sangat tidak setuju

13.

Guru bahasa Inggris sebaiknya bercerita tentang tokoh sukses yang terkenal dalam bahasa Indonesia agar mudah di pahami. a. Sangat setuju b.Setuju c. Tidak setuju d. Sangat tidak setuju

14.

Saya akan merasa bosan jika setiap pengajaran bahasa Inggris para guru selalu bercerita tentang kisah tokoh yang terkenal. a. Sangat setuju c. Tidak setuju

57

b.Setuju 15.

d. Sangat tidak setuju

Saya hanya akan termotivasi belajar bahasa Inggris jika tokoh yang di ceritakan oleh guru bahasa Inggris adalah tokoh yang sukses karena kemampuan bahasanya. a. Sangat setuju b.Setuju c. Tidak setuju d. Sangat tidak setuju

16.

Cerita tokoh terkenal dalam bahasa Indonesia tidakakan menigkatkan skill berbahasa Inggris (reading, writing, listening, dan speaking). a. Sangat setuju b.Setuju c. Tidak setuju d. Sangat tidak setuju

17.

Saya lebih termotivasi belajar bahasa Inggris jika guru bahasa Inggris menitik beratkan materi pelajaran pada bahas Inggris daripada mendengarkan cerita tokoh sukses yang tekenal. a. Sangat setuju b.Setuju c. Tidak setuju d. Sangat tidak setuju

18.

Sangat sedikit tokoh sukses yang terkenal karena kemampuannya berbahasa Inggris. a. Sangat setuju b.Setuju c. Tidak setuju d. Sangat tidak setuju

19.

Pengaruh cerita tokoh sukses yang terkenal pada peningkatan motivasi tergantung pada tujuan ataucita-cita dalam belajar bahasa Inggris. a. Sangat setuju c. Tidak setuju

58

b.Setuju 20.

d. Sangat tidak setuju

Jumlahwaktu yang berlebihan ( diatas 10 menit) yang di gunakan untuk memberi memotivasi akan membuat siswa merasa bosan. a. Sangat setuju b.Setuju c. Tidak setuju d. Sangat tidak setuju

59