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The Students’ Motivation in Learning Writing at the Second

Grade of SMPN 2 Sungai Limau

THESIS

Submitted as A Partial Fulfilment of the Requirements to Obtain

the Strata One (S1) Degree

Aieni Harris

!2""2#2$$"

Advisors%

&' (rs' Saunir Saun) M'Pd'

2' *usdi Noor *osa) S'S) M'Hum'

ENGLISH (EPA*TMENT

+A,-LT. /+ LANG-AGES AN( A*TS

STATE -NI0E*SIT. /+ PA(ANG

2$&&



A1ST*A

Harris, Allieni. 2010. The Students’ Motivation in Learning Writing at the Second Grade ofSMPN 2 Sungai Limau. Skripsi. Padang: Jurusan Bahasa dan Sastra Inggris.

Fakultas Bahasa dan Seni. Universitas Negeri Padang.

!tivasi "e"#un$ai #eran $ang #enting %agi sis&a dala" %ela'ar writing untuk

"enu"%uhkan ke"auan sis&a dala" %ela'ar writing . Berdasarkan !%servasi dan #engala"an dari #raktek "enga'ar di sek!lah terse%ut, terda#at indikasi %ah&a sis&a

kelas (III SPN 2 Sungai )i"au "e"#un$ai "!tivasi $ang rendah dala" %ela'ar

&riting.

Penelitian ini %ertu'uan untuk "engetahui %agai"ana "!tivasi sis&a kelas (IIISPN 2 Sungai )i"au dala" %ela'ar writing . Jenis #enelitian ini adalah deskri#ti*

dengan #!#ulasi #enelitian seluruh sis&a kelas (III SPN 2 Sungai )i"au tahun "asuk200+2010. Sa"#el #ada #enelitian ini adalah sis&a kelas (III- $ang %er'u"lah -

!rang. Pe"ilihan sa"#el dilakukan dengan "enggunakan custer samping . /ata

#enelitian di#er!leh dengan "enggunakan angket, #enga"atan !%servasi, dan&a&anara. 3e"udian, %erdasarkan analisis data dan #e"%ahasan, da#at disi"#ulkan

%ah&a "!tivasi sis&a kelas (III SPN 2 Sungai )i"au dala" %ela'ar writing ini adalah

rendah.

3e"udian, %erdasarkan hasil #enga"atan di kelas ketika sis&a %ela'ar writing dan

&a&anara dengan guru %ahasa Inggris kelas (III dite"ukan *akt!r4*akt!r $ang

"e"#engaruhi rendahn$a "!tivasi sis&a dala" %ela'ar writing. Perta"a, diri "erekasendiri $ang tidak "e"#un$ai keinginan untuk %ela'ar dengan %aik dan 'uga sis&a tidak

#ernah %ela'ar %ahasa inggris se%elu"n$a ketika %erada di %angku sek!lah dasar

sehingga sulit untuk "ereka "e"ha"i #ela'aran writing dengan %aik karena "ateri #ela'aran di SP sudah "e"#un$ai tingkat kesulitan $ang le%ih tinggi. 3edua, *akt!r

!rang tua dan keadaan ek!n!"i sis&a $ang rendah sehingga "e"%uat "ereka harus

%eker'a setelah #ulang sek!lah $ang "e"%uat "ereka tidak %isa %ela'ar dengan %aik dan!rang tua #un tidak "eng!ntr!l "ereka dengan %aik. Fakt!r ketiga adalah guru $ang

kurang "en'alankan tugasn$a dala" "enga'ar writing dengan %aik. 5uru 'arang

"e"%uat 6PP tentang renana4renana a#a $ang akan di lakukan dala" "enga'ar

writing . 5uru 'uga tidak "e"#ersia#kan "ateri $ang "enarik %agi sis&a sesuai dengan

ke"a"#uann$a dan 'uga sila%us $ang ada. 5uru 'uga 'arang "enggunakan "edia dan

"et!de #enga'aran $ang da#at "enarik dan "enu"%uhkan "!tivasi sis&a dala" %ela'ar

writing.



A,N/WLE(GEMENTS

!hamduiahhira""i’aamin# all #raises, I !nl$ dediated t! Allah S78 &h!

gave "e hane, health, strength, s#irit and kn!&ledge in *inishing this thesis, entitled

3The Students’ Motivation in Learning Writing at the Second Grade of SMPN 2

Sungai Limau 4' I als! &!uld like t! send greetings and shaawat t! the last #r!#het

uha""ad SA7.

8his thesis &!uld n!t have %een #!ssi%le &ith!ut the su##!rt !* "an$ #e!#le.

8here*!re, I &!uld like t! e9#ress the dee#est and a##reiati!n t! "$ advis!rs,

/rs.Saunir Saun, .Pd. and 6usdi N!!r 6!sa, S.S, . Hu"., *!r their guidane, valua%le

advie in !"#leting this thesis. A##reiati!n als! g!es t! the e9a"iners, /ra. enni

6!;i ella, . <d., Ph./., /rs. A"ri Is$a", . Pd. and uli 8iarina, S. Pd., . Pd., *!r

their ideas, !""ents and suggesti!ns. 8hen, I thank t! all leturers and ad"inistrati!n

sta** !* the <nglish /e#art"ent *!r their !ntri%uti!n and hel# t! "$ eduati!n.

Further"!re, I &!uld like t! e9#ress "$ s#eial akn!&ledg"ent t! "$ %el!ved

#arents, Pa#a Ir. 6is&ans$ah and a"a Har"aini, S. Pd. &h! al&a$s give the strength,

su##!rt, and endless l!ve. 8he dee#est gratitude is als! dediated t! "$ %el!ved %r!thers

and sister Andre, Be%en and Indah *!r their su##!rt. 6e"arka%le thanks is dediated t!

Unu Har"anida, S. Pd. and A#ak /rs. Sla"et 6iant!, . Pd. and their hildren 6eres

ii



and Silvi. I als! thank t! 6anta &h! hel#ed, su##!rted and "!tivated "e in *inishing this

thesis.

S#eial thanks is als! given t! all "$ *riends, es#eiall$ t! /ian, a$ang, 6atna,

8i&i, Isa and "$ r!!""ates, Bes, I#it, kak N!vi and kak ira *!r sharing their

ha##iness, sadness, and "e"!ries that &ill never %e *!rg!tten. I als! thank t! all !* "$

*riends at the <nglish /e#art"ent !* Padang State Universit$ *!r sharing their kn!&ledge

and s#irit. )ast %ut n!t least, "$ regards and %lessings are addressed t! all !* th!se &h!

su##!rted "e in an$ res#et &ith!ut sa$ing %$ na"es during the !"#leti!n !* the thesis.

Padang, Fe%ruari 2011

Allieni Harris

iii



TA1LE /+ ,/NTENTS

A1ST*A ....................................................................................................... i

A,N/WLE(GMENTS.............................................................................. ii

TA1LE /+ ,/NTENTS............................................................................... iv

LIST /+ TA1LES.......................................................................................... v

LIST /+ APPEN(I,ES................................................................................ vi

,HAPTE* I INT*/(-,TI/N

A. Bakgr!und !* the Pr!%le" ..................................................... 1

B. Identi*iati!n !* the Pr!%le".................................................... -

=. )i"itati!n !* the Pr!%le"......................................................... -

/. F!r"ulati!n !* the Pr!%le"...................................................... >

<. 6esearh ?uesti!ns................................................................... >

F. Pur#!ses !* the 6esearh.......................................................... >

5. Signi*iane !* the 6esearh.................................................... >

H. /e*initi!n !* 3e$ 8er"s........................................................... @

,HAPTE* II *E0IEW /+ *ELATE( LITE*AT-I*E

A. 7riting ........................................................................

B. !tivati!n ........................................................................

=. !tivati!n in )earning ............................................................

/. 8he 8eahersC 6!les as !tivat!r *!r Students....................... 12

<. Previ!us Studies........................................................................ 1-

F. =!ne#tual Fra"e&!rk............................................................. 1>

iv



,HAPTE* III THE *ESEA*,H METH/(S

A. /esign !* the 6esearh............................................................ 1

B. P!#ulati!n and Sa"#le ............................................................ 1

=. 8i"e !* the 6esearh ............................................................... 1

/. Instru"entati!n ........................................................................1

<. 8ehniDue !* /ata =!lleti!n................................................... 22

F. 8ehniDue !* /ata Anal$sis ..................................................... 2>

,HAPTE* I0 (ATA (ES,*IPTI/N) +IN(INGS AN( (IS,-SSI/NS

A. /ata /esri#ti!n ...................................................................... 2

B. /ata Anal$sis ........................................................................ >2

=. /isussi!n ........................................................................ >

,HAPTE* 0 ,/N,L-SI/NS AN( S-GGESTI/NS

A. =!nlusi!ns ........................................................................ @>

B. Suggesti!ns ........................................................................ @@

1I1LI/G*APH.''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''' 5"

APPEN(I,ES '''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''' 56

v



LIST /+ TA1LES

1. 8a%le 1. 8he Se!nd 5rade StudentsC P!#ulati!n............................... 1

2. 8a%le 2. Indiat!rs !* "!tivati!n........................................................ 1+

-. 8a%le -. )ikert Sale........................................................................... 2>

>. 8a%le >. 8he =ateg!r$ !* ean S!re................................................ 2@

@. 8a%le @. ?uesti!nnaire 6esult ............................................................ 2

. 8a%le . 8he Findings !* StudentsC Persistene.................................. 2

. 8a%le . 8he Findings !* StudentsC =h!ie !* =hallenge .................. -1

. 8a%le . 8he Findings !* StudentsC Inde#enden$ ............................. --

+. 8a%le +. 8he Findings !* StudentsC <"!ti!n ..................................... -

10. 8a%le 10. 8he 6esult !* E%servati!n Sheet *!r StudentsC !tivati!n -

11. 8a%le 11. 8he result !* !%servati!n sheet *!r *at!rs in*luened

!tivati!n ......................................................................................... >1

vi



&as in #r!ess. 8he$ did n!t &ant t! get inv!lved in &riting ativities. 8he$ did n!t d!

their &riting assign"ent !r h!"e&!rk seri!usl$. A*ter anal$;ing the studentsC ats a%!ve,

there is an indiati!n that the students d! n!t have g!!d "!tivati!n in learning &riting.

In the learning #r!ess, "!tivati!n an %e said as an i"#!rtant *at!r !* learning

%eause "!tivati!n is a !nditi!n !* studentsC *eeling that an su##!rt the" t! d!

ativities in learning t! get &hat the$ &ant. 8he$ &ill &!rk hard t! ahieve their #ur#!se

in learning. 8he students &ith high "!tivati!n &ill have str!ng desire t! d! s!"e

ativities t! ahieve their g!als in learning &riting. 8he students &ill &!rk harder and d!

%etter t! get &hat the$ &ant than the students &ith less !* "!tivati!n. But eah !*

students has di**erent level !* "!tivati!n. Un*!rtunatel$, n!t all !* the students have high

"!tivati!n. 8he students &ith l!& "!tivati!n t! learn &riting &ill *eel la;$ t! stud$

&riting. 8his "eans, "!tivati!n has in*luenes t! all studentsC ativities in the lassr!!"

and their interest in learning &riting.

In additi!n, %ased !n in*!r"al intervie& &ith the se!nd grade <nglish teaher !*

SPN 2 Sungai )i"au, the lak !* studentsC %akgr!und kn!&ledge a%!ut <nglish that

an hel# the" t! understand &hat their teaher e9#lain h!& t! &rite, "a$ in*luene their

"!tivati!n in learning &riting. It "akes the students di**iult t! *!ll!& their less!n and

the$ %e!"e %!red t! learn easil$. Further"!re, she said that the lak !* use tehniDue

and "edia in teahing &riting als! "a$ a**et the studentsC "!tivati!n t! learn &riting

%eause the use !* an interesting tehniDue and "edia in teahing &riting an hel# the

students t! understand the "aterial !* &riting easier.



Based !n the #r!%le" a%!ve, there is a need t! kn!& the studentsC "!tivati!n in

learning &riting. 8his researh is e9#eted t! %e a%le t! identi*$ the studentsC "!tivati!n

in learning &riting. 8his researh is als! g!ing t! *ind !ut the *at!rs that "ake the

students have l!& "!tivati!n t! &rite.

1' Identification of the Pro8em

)earning &riting d!es n!t al&a$s %e!"e the interesting skills *!r the students in

<nglish su%'et. 8he students see"ed n!t have "!tivati!n in learning &riting. !st !*

the students get %!red easil$ &hen the$ learn &riting. 8he students &ere la;$ and di**iult

t! give their attenti!n t! their less!n. In additi!n, "!tivati!n %e!"es !ne !* the

i"#!rtant *at!rs that an in*luene the students in learning &riting and "ake the

students &ant t! learn seri!usl$. H!&ever, n!t all !* the students have sa"e level !*

"!tivati!n in learning &riting, s!"e !* students have high "!tivati!n t! learn and s!"e

d! n!t. 8he students &ith high "!tivati!n &ill learn &riting enthusiast %ut the students

&ith l!& "!tivati!n &ill %e la;$ t! learn &riting. Based !n the researher !%servati!n in

SPN 2 Sungai )i"au, it &as *!und the indiati!n that the students have l!& "!tivati!n

in learning &riting. Beause !* that, the researher &ants t! kn!& h!& the studentsC

"!tivati!n in learning &riting at se!nd grade students !* SPN 2 Sungai )i"au.

,' Limitation of the Pro8em

6elated t! the identi*iati!n a%!ve, the #r!%le" !* this researh is li"ited int! the

studentsC "!tivati!n in learning &riting at se!nd grade !* SPN 2 Sungai )i"au.



(' +ormuation of the Pro8em

Based !n the li"itati!n, the #r!%le" !* this researh *!r"ulated in these

*!ll!&ing Duesti!ns:

$ow was the students’ motivation in earning writing at the second grade of

SMPN 2 Sungai Limau%

E' *esearch 9uestions

1. H!& &as the studentsC "!tivati!n in learning &riting at the se!nd grade !*

SPN 2 Sungai )i"au

2. 7hat *at!rs in*luene the studentsC "!tivati!n t! learn &riting at the se!nd

grade !* SPN 2 Sungai )i"au

+' The Pur:ose of the Stud;

8he ai"s !* this researh are:

1. 8! kn!& h!& the studentsC "!tivati!n in learning &riting at the se!nd grade

!* SPN 2 Sungai )i"au.

2. 8! kn!& the *at!rs that in*luene the studentsC "!tivati!n in learning &riting

at the se!nd grade !* SPN 2 Sungai )i"au.

G' Significance of the *esearch

B$ *inding the studentsC "!tivati!n in learning &riting, it is e9#eted that the

researh &ill %e a%le t! give a signi*iant !ntri%uti!n. 8he!retiall$, it is e9#eted that

the result !* this researh &ill give !ntri%uti!n t!&ard the the!r$ related t! "!tivati!n,

es#eiall$ *!r &riting. Pratiall$, it is e9#eted that a*ter the teahers read the result !*



this researh, the teahers !uld kn!& the level !* the studentsC "!tivati!n in learning

&riting and the *at!rs that in*luenes it, s! the teahers an *ind the &a$ t! s!lve it.

H' (efinition of e; Terms

1. 7riting at 'uni!r high sh!!l : an ativit$ !* 'uni!r high sh!!l students t!

#r!due a te9t %$ delivering their ideas in &ritten *!r" and using s!"e language

*eatures suh as gra""ar, v!a%ular$, #untuati!n, et.

2. !tivati!n in learning &riting at 'uni!r high sh!!l : a kind !* desire, &illingness,

and e**!rt !* a learner *r!" inside !r !utside hi"hersel* t! learn &riting in the

lassr!!" !r !ut !* lassr!!".



,HAPTE* II

*E0IEW /+ *ELATE( LITE*AT-*E

A' Writing

7riting is a t!!l !* !""uniati!n in the &ritten *!r". 8hr!ugh &riting #e!#le

an !nve$ their ideas !r "essage t! the reader. Pe!#le an e9#ress their *eeling, !#ini!n,

!""ent, suggesti!n, et. Elsthain 2001 sa$s that &riting is a skill that ena%les &riters

t! #lan and rethink the #r!ess !* !""uniati!n. 8his "eans that &riting an "ake the

&riters a%le t! !rgani;e &hat the$ are g!ing t! d! and understand a%!ut h!&

!""uniati!n ha##ens. He adds that #e!#le an !""uniate a variet$ !* "essages

eah !ther in l!se !r distant #lae, unkn!&n !r kn!&n readers %$ &riting. S!, &riting is

n!t !nl$ used t! !nve$ s!"e!ne ideas in the &ritten *!r" %ut als! used t!

!""uniati!n in the s!iet$.

Br!&n 2001 sa$s that &riting is a #r!ess !* thinking %eause &riting is a

#r!ess !* #utting ideas !n a #a#er t! trans*!r" the" in &!rds and %e!"e sentenes %$

using struture and !herent !rgani;ati!n. 8he &riters have t! #ut their th!ughts int!

&!rds in a "eaning*ul *!r". 8he &riters sh!uld %e a%le t! arrange their th!ugh int!

&!rds and then sentenes &hih have "eaning and an %e underst!!d %$ the readers.

In additi!n, &riting is a #r!ess that reDuires &riters t! devel!# their a%ilit$ t!

think ritiall$. A!rding t! 6ihard and 7illia" 2002:-0- states that &riting is the

"!st di**iult skill t! "aster %eause #e!#le n!t !nl$ have t! generate and !rgani;e ideas

%ut als! trans*!r" these ideas int! reada%le te9t. 8he &riters need t! e9#l!re their



th!ughts and e9a"ine their !&n and !thers ideas. 5raha" and /!l!res 200 add that

&riting needs the &riters t! *!r"ulate and !rgani;e their !&n th!ughts, and a*ter that

reate it in a &ritten *!r" %$ using g!!d s#eeling and gra""ar. 8his "eans, &hen

s!"e!ne &ants t! &rite, the$ d! n!t !nl$ think a%!ut ideas that have t! %e !rgani;ed %ut

"ust !nsider s!"e language *eatures suh as gra""ar and #attern t! get the %etter

&riting &!rks. In !nlusi!n, &riting is a skill that needs s!"e!neCs a%ilit$ t! !rgani;e

their ideas t! &rite %$ !nsidering s!"e language *eatures in !rder t! hel# the" t!

!""uniate &ith the readers &ell.

Based !n the the!ries a%!ve, it an %e !nluded that &riting is a !"#le9 #r!ess.

8he &riter sh!uld !nsider "an$ things related t! &riting skill suh as gra""ar,

v!a%ular$, #untuati!n and !thers. In additi!n, &riting as a lassr!!" ativit$ needs

*!ur ste#s in #r!ess !* &riting: #lanning, dra*ting, editing, and *inal versi!n.

1' Motivation

!tivati!n is s!"ething that an #ush s!"e!ne t! d! s!"ething t! ahieve their

g!al. It is su##!rted %$ s!"e the!ris. H!lt 2001 sa$s that "!tivati!n is a set !*

!nditi!ns that ativate s!"e!neCs %ehavi!r t!&ards s!"e g!als and "aintain %ehavi!r

until the g!al is reahed. !tivati!n &ill in*luene s!"e!neCs %ehavi!r in d!ing

s!"ething &hen shehe has a g!al t! %e ahieved. Shehe &ill d! an$thing t! get &hat she

&ants. In the sa"e &a$, Har"er 2001, states that "!tivati!n is great #!&er that auses

s!"e!ne d!es s!"ehing t! reah her !r his g!al naturall$. He als! sa$s that "!tivati!n is

an internal drive that en!urages and #ushes s!"e!ne t! d! things in !rder t! ahieve

s!"ething. B$ "!tivati!n, s!"e!ne &ill have desire t! reah their g!al and d! atte"#ts



t! ahieve it. /!rn$ei 200- sa$s that the "!tivati!n "akes #e!#le d!ing s!"ething

!ntinuall$ and attentivel$ t! ahieve the #ur#!se %$ having desire, *!using and getting

#leasure *r!" the ativities that &ill hel# the" t! reah that #ur#!se. !tivati!n an

"ake s!"e!ne interested in s!"ething that the$ have never th!ught a%!ut %e*!re.

In additi!n, Us"an 200, states that "!tivati!n is a #r!ess t! reah the g!al

!r #ur#!se %$ d!ing s!"ething. !tivati!n an ause a #ers!n t! %egin an ativit$ and

#ursue it &ith #ersistene. !tivati!n is the reas!ns &h$ s!"e!ne d!es s!"ething.

S!"e!ne has t! kn!& &hat she d!es, &hat *!r she d!es it, and &hat the #ur#!se is. B$

kn!&ing th!se, it &ill hel# the" t! ahieve their g!al !r #ur#!se easier. !tivati!n is a

neessit$ t! reah the satis*ied g!al. F!r #e!#le &h! are "!tivated t! reah s!"ething,

the$ &ill *!use t! get it. 8he$ *eel interested in d!ing s!"ething that an hel# the" t!

reah their g!al. S!, "!tivati!n is a great atte"#t that is i"#!rtant *!r ever$%!d$ in

reahing s!"ething.

,' Motivation in Learning

)earning "!tivati!n is !ne !* the i"#!rtant *at!rs t! "ake the studentsC

suess*ul in learning #r!ess. It has a r!le t! gain and i"#r!ve the studentsC enthusias"

t! stud$. 8he students an give g!!d res#!nse &hen the$ have g!!d "!tivati!n. In

!ntrast, the students &ill give %ad res#!nse &hen the$ d! n!t have g!!d "!tivati!n.

!rgan 1++0 states that "!tivati!n is ver$ i"#!rtant in learning and it is an aid *!r

learning %eause it #r!dues varia%le %ehavi!r and ertain as#ets that an %e ass!iated

&ith the situati!n in &hih the %ehavi!r takes #lae. Further"!re, he sa$s th!se studentsC



"!tivati!n and #ers!nalit$ in learning &ill in*luene teahing and learning #r!ess and

studentsC ahieve"ent.

In additi!n, a!rding t! S!vel 2001, "!tivati!n is an instru"ental *!r

stud$ing a ne& language, the "ain ele"ents that deter"ine suess in devel!#ing a

se!nd <S) !r *!reign language <F). 7ith!ut "!tivati!n, the students &ill n!t have

&illingness, need, desire, and d! n!t #artii#ate in the learning #r!ess. asgaret and

5ardner 200- sa$ that, "!tivati!n an in*luene se!nd language ahieve"ent, and it

has higher !rrelati!n in the language than the !ther "easures. I* the students have a high

"!tivati!n in learning, the$ &ill h!#e*ull$ t! %e suess %eause the$ &ill en'!$ learning

the language and &ant t! learn the language. 8he students &ill en'!$ seeing, hearing, and

#a$ing "!re attenti!n t! their teaher e9#lanati!n. 8he$ &ant t! d! assign"ents that are

given %$ their teaher.

7inkel in A%idin 200 sa$s that learning "!tivati!n is #h$sial ati!n !*

studentsC e**!rts that "ake the students a%le t! reah their learning #ur#!se and suess in

their learning ativit$. 8he students &h! have "!tivati!n in learning ativit$ *r!" their

sel*, the$ &ill &!rk hard t! reah the suess*ul learning !ni!usness. In addti!n, Un!

200 sa$s that learning "!tivati!n is internal and e9ternal urging !* the students &h!

are learning t! hange their a%ilit$, attitude and degree !* their kn!&ledge t! %e %etter

and %etter in learning #r!ess. it an %e !nluded that "!tivati!n reall$ give !ntri%uti!n

t! the suess !* students in stud$ing.



A!rding t! N!els 200-, there are t&! kinds !* "!tivati!n: intrinsi

"!tivati!n and e9trinsi "!tivati!n. First, the intrinsi "!tivati!n is "!tivati!n that

!"es *r!" the inside !* s!"e!ne t! engage in ativit$ %eause the ativit$ that she !r he

d!es is en'!$a%le and satis*$ing t! d!. S!"e!ne %e!"es "!tivate &hen he !r she *eels

!"*!rt and interesting &ith the ativit$. Se!nd, e9trinsi "!tivati!n is the desire !*

s!"e!ne t! d! an ativit$ t! ahieve s!"e g!als that !"es *r!" !utside !* individual

%eause heshe *eels the ativit$ &ill give hi"her #!sitive e**et. 8his "!tivati!n usuall$

has #ur#!se t! get re&ard !r #resesnt, suh as earning re&ard !r av!iding a #unish"ent.

In additi!n, %!th !* the intrinsi "!tivati!n and e9trinsi "!tivati!n are needed in

learning &riting. A!rding t! 3a"%!n 200@ %!th intrinsi and e9trinsi "!tivati!nal

are ke$ in the devel!#"ent !* the language4learner. 8he$ are in*luened eah !ther t!

"ake the learners suess and #er*!r" %etter in se!nd language aDuisiti!n.

=arlt!n 2000 e9#lains a nu"%er !* %ehavi!ral harateristis &hih are

indiat!rs !* high "!tivati!n.

1. Persistene. It is the a%ilit$ t! sta$ &ith a task *!r a reas!na%l$ l!ng #eri!d !*

ti"e. A highl$ "!tivated hild &ill sta$ inv!lved in learning *!r a l!ng #eri!d !*

ti"e, &hereas un"!tivated hild &ill give u# ver$ easil$. Als!, a highl$

"!tivated hild &ill have desire t! d! assign"ents.

2. =h!ie !* hallenge is an!ther harateristi !* "!tivati!n. =hildren &h!

e9#eriene suess in "eeting !ne hallenge &ill %e!"e "!tivated, &el!"ing

an!ther. 8hese "!tivated learners h!!se an ativit$ that is slightl$ di**iult *!r



the", %ut #r!vides an a##r!#riate hallenge. 7hen the$ suess*ull$ !"#lete

suh a task, hildren gain a high level !* satis*ati!n.

-. 8he a"!unt !* inde#enden$ !n adults is an!ther indiat!r !* "!tivati!n.

=hildren &ith str!ng "!tivati!n d! n!t need an adult !nstantl$ &athing and

hel#ing their ativities. =hildren &h! have a l!&er level !* "!tivati!n !r are

e9trinsiall$ "!tivated need !nstant attenti!n *r!" adults and ann!t *unti!n

inde#endentl$. Sine inde#endene is an i"#!rtant as#et !* Dualit$ learning, this

de#endene !n adults &ill greatl$ li"it hildrenCs a%ilit$ t! sueed in sh!!l.

>. 8he last indiat!r !* "!tivati!nal level is e"!ti!n. =hildren &h! are learl$

"!tivated &ill have #!sitive dis#la$s !* e"!ti!n. 8he$ are satis*ied &ith their

&!rk and sh!& "!re en'!$"ent in the ativit$. 8he$ %e!"e "!re !n*ident t!

interat in learning ativities. =hildren &ith!ut a##r!#riate "!tivati!n &ill

a##ear Duiet, sullen, and %!red. 8he$ &ill n!t take an$ a##arent #leasure in their

ativit$ and &ill !*ten !"#lain.

Fr!" the the!ries a%!ve, it an %e !nluded that there are s!"e indiat!rs !*

studentsC "!tivati!n in learning. 8he$ are as *!ll!&s:

1. 8he students are inv!lved in teahing and learning

ativities.

2. 8he students are reative.

-. 8he students ask the Duesti!ns that the$ d! n!t kn!&.

>. 8he students en'!$ in learning #r!ess.



@. 8he students are a%le t! &!rk inde#endentl$.

. 8he students have &illingness t! kn!& s!"ething.

. 8he students &ant t! d! assign"ent &ith eas$ !r di**iult

level.

8he &a$ *!r teaher t! "!tivate students in &riting is %$ using strategies t!

enhane intrinsi and e9trinsi "!tivati!n. 8he "!tivati!n &ill %ring the students t!

learn &riting <nglish seri!usl$ %ut en'!$a%leG als! it &ill in*luene the studentsC

%ehavi!r &hen stud$. 8he$ &ill n!t !nl$ d! &riting &hen their teaher asks the" t! d!

%ut the$ &ill d! it %eause the$ l!ve it.

(' The Teachers’ *oe as Motivator for Students

8he teahers have i"#!rtant r!les in teahing and learning #r!ess t! "ake their

students g!!d "!tivati!n in learning and "ake their students an ahieve their g!al in

learning. A!rding t! /!rn$ei and Ett! in

8hanas!ulas 2002 there are s!"e r!les that

the teahers have in "!tivating students in learning:

a. =reating the %asi "!tivati!nal !nditi!n

As a "!tivat!r, the teahers "ust have g!!d "!tivati!n t! teah their students

%eause it &ill in*luene their studentsC "!tivati!n t! learn. 8he teaher that is

#!&er*ul t! teah and interested in teahing their students &ill "ake the

students "!re enthusiasts t! learn. !re!ver, in !rder t! reate the %asi

"!tivati!nal !nditi!n, the teahers have t! reate a #leasant lassr!!"

at"!s#here. A sa*e lassr!!" li"ate &ill "ake the students *eel !"*!rt t!

learn and &ill in*luene the students t! stud$ seri!usl$.



%. 5enerating studentsC "!tivati!n

8! generate the studentsC "!tivati!n in learning, the teahers have t! hel# their

students t! understand the #ur#!se !* the stud$. In !rder t! "ake the students

understand the #ur#!se !* the stud$, the teahers have t! *ind !ut the studentsC

g!als and the t!#is the$ &ant t! learn, and tr$ t! in!r#!rate the" int! the

urriulu". Beause !* that the teahers have t! #re#are the less!n #lan t!

#re#are the "aterial and the interesting &a$ t! deliver it.

. aintaining and #r!teting "!tivati!n

8! kee# the studentsC "!tivati!n t! learn, the teahers have t! *ind the &a$ t!

"ake the students d! n!t *eel %!red easil$. 8he teahers an give the students a

task that is interesting *!r the". 8he teahers als! an give the students

re&ards i* the$ an *inish their assign"ent &ell.

E' Previous Stud;

8here &ere s!"e researhers that !nduted a researh &hih related t! this

researh. First, the researh a%!ut &mproving Students’ Motivation and Participation

in Writing trough 'ooperative &ntegrated and 'omposition Mode ('&)'* "+ )us+di

(2,,-*. 8his researh has a #ur#!se t! identi*$ &hether !!#erative integrated and

!"#!siti!n "!del !uld i"#r!ve studentsC "!tivati!n and #artii#ati!n in &riting.

8he result !* this researh *!und that !!#erative integrated and !"#!siti!n "!del

i"#r!ved studentsC "!tivati!n and #artii#ati!n in &riting at the $ear students !*

SPN 1 3!ta anna.



Se!nd, the researh a%!ut &mproving Students’ Motivation and &nteraction in

Speaking through Pictures at the irst /ear Students of SM!N 2 Sungai Tara" Tanah

0atar )egenc+ "+ !ndriane 1amrah (2,,*. 8his researh had a #ur#!se t! identi*$ t!

&hat e9tent the use !* #itures an i"#r!ve studentC "!tivati!n in s#eaking <nglish

and t! &hat e9tent the use !* #itures an i"#r!ve studentsC interati!n in the lass.

8he result !* the researh indiated that the i"#le"entati!n !* #itures in teahing

s#eaking an i"#r!ve the studentsC "!tivati!n in s#eaking <nglish and interati!n in

the lass.

8hird, the researh a%!ut &mproving Students’ )eading Motivation and )eading

'omprehension "+ 3sing 'onte4t 'ues at the Third Semester of the !cadem+ for

oreign Language $a5i !gus Saim "ukitinggi "+ !fdaeni (2,,6*. 8his stud$ &as

!nduted t! *ind !ut &hether using !nte9t lues in reading !"#rehensi!n !uld

i"#r!ve studentsC reading !"#rehensi!n and reading "!tivati!n and t! *ind !ut the

*at!rs that in*luened studentsC reading !"#rehensi!n and reading "!tivati!n. 8he

researh *!und that using !nte9t lues in reading !"#rehensi!n !uld i"#r!ve the

studentsC reading "!tivati!n and reading !"#rehensi!n, and there &ere *!und s!"e

*at!rs that in*luened the studentsC reading "!tivati!n and !"#rehensi!n, suh as

lassr!!" "anage"ent, reading "aterial, reading task, teahing tehniDue, and

teahing "edia %$ the leturer in the lassr!!".

+' ,once:tua +rame<or7

7riting is !ne !* the skills in <nglish &hih has t! %e learned %$ the students in

the sh!!ls, and needs "!re teahersC attenti!n %eause n!t all !* the students at the



se!nd grade !* SPN 2 Sungai )i"au like learning &riting. Based !n the in*!r"al

intervie& &ith the se!nd <nglish teaher !* SPN 2 Sungai )i"au, n!t all !* the

students have high "!tivati!n t! learn &riting. 8he$ have di**erent level !* "!tivati!n.

8he teahersC r!les in teahing "a$ %e!"e !ne !* the *at!rs that an in*luene the

studentsC "!tivati!n in learning &riting. 8he studentsC "!tivati!n an %e seen *r!" the

indiat!rsG #ersistene, h!ie !* hallenge, inde#enden$ and e"!ti!n. In !rder t!

i"#r!ve the studentsC &riting ahieve"ent, level !* studentsC "!tivati!n is needed t! %e

kn!&n.

7riting

StudentsC !tivati!n

in )earning 7riting

Inde#enden$=h!ie !*

=halenge

Persistene <"!ti!n

8eahersC r!les as

!tivat!r

6esearh Findings



,HAPTE* III

*ESEA*,H METH/(

A' (esign of the *esearch

8his researh &as !nduted %$ using desri#tive researh. A!rding t! Seliger

Sh!ha"$ 1++ desri#tive researh is a stud$ t! s#ei*$, delineates, !r "ight

desri%e naturall$ !urring #hen!"ena &ith!ut e9#eri"ental "ani#ulati!n. Na;ir

200- adds that, desri#tive researh is a kind !* researh t! get the *at a%!ut a

!nditi!n !* gr!u# !* #e!#le, envir!n"ent, !%'et, !r event. 8hen, the desri#tive

researh inv!lves !lleting data in !rder t! get the ans&er *r!" researh Duesti!n and

later the data &ill %e anal$;ed 5a$, 200+. S!, the desri#tive researh has a #ur#!se t!

*ind the data *r!" the *ield &ith!ut d!ing "ani#ulati!n. Beause !* that, this researh

*!uses !n StudentsC "!tivati!n in learning &riting at the se!nd grade !* SPN 2

Sungai )i"au.

1' Po:uation and Sam:e

8he #!#ulati!n !* this researh &as the se!nd grade students !* SPN 2

Sungai )i"au. 8he researher h!se the" %eause the students at se!nd grade have the

%asi skill t! &rite that the$ have learned at the *irst grade. 8he researher did n!t h!!se

the *irst grade students %eause %ased !n the researher intervie&, al"!st !* the" never

studied <nglish &hen the$ &ere in the ele"entar$ sh!!l. It &ill %e di**iult *!r the" t!

understand h!& t! &rite. !re!ver, the researher !uld n!t h!!se students at third

grade as the #!#ulati!n in this researh %eause the$ &ill get the *inal e9a"inati!n. 8here

are 1>+ students !* the se!nd grade. 8he details are !n the ta%le %el!&:



8a%le 1. 8he Se!nd 5rade StudentsC P!#ulati!n

N! =lass 8he e"%ers !* =lass Su"

ale Fe"ale

1(III41 1- 2- -

2 (III42 1+ 1+ -

- (III4- 1+ 1 -

> (III4> 1> 2- -

8!tal 1>+

S!ure: ad"inistrati!n !* SP 2 Sungai )i"au

A*ter the researher g!t the #!#ulati!n, the researher t!!k the sa"#le. A!rding

t! Na;ir 200-, sa"#le is #arts !* #!#ulati!n &here n!t all !* the #!#ulati!n %e!"e the

sa"#le 'ust s!"e !* the" are taken t! %e used *!r researh. 5a$ 200+ sa$s that in the

desri#tive researh, the sa"#le !* 10 !* the #!#ulati!n is !nsidered "ini"u".

8he sa"#le &as taken %$ using luster sa"#ling tehniDue that is h!!sing a lass

rand!"l$. As stated Sh!ha"$ 1++ that luster sa"#ling is the tehniDue t! selet

the sa"#le *r!" the entire #!#ulati!n rand!"l$, and !nl$ a nu"%er !* lusters are

sa"#led. 5a$ 200+ als! that luster sa"#ling is sa"#ling in &hih gr!u#s are rand!"l$

seleted and all the "e"%ers !* seleted gr!u#s have si"ilar harateristis. 8he

researher used this tehniDue !* sa"#ling %eause all !* the lasses at the se!nd grade

are taught %$ the sa"e teaher and al"!st !* the students at se!nd grade !* SPN 2

Sungai )i"au g!t l!& "ark in <nglish see a##endi9 1@.



Beause !* that, the researher deided that the sa"#le &as !nl$ !ne lass !*

students. 8! get the sa"#le, the researher dre& l!ts *r!" the *!ur lasses %$ &riting

eah lassCs na"e !n a #iee !* #a#er, r!lling the #iee, #utting the" in a %!9 and

dra&ing !ne. S!, the dra&ing &as d!ne and all !* the "e"%ers !* the seleted lass

inv!lved as the sa"#le !* the researh. F!r this researh (III - &as h!sen.

,' Time of the *esearch

8he researh &as !nduted at the SP Negeri 2 Sungai )i"au. It is l!ated !n

Jln.6a$a Sungai )i"au Sungai 5eringging k" -. 8his researh &as !nduted *r!"

Et!%er t! N!ve"%er 2010.

(' Instrumentation

8he instru"ents !* this researh &ere Duesti!nnaire, !%servati!n sheet and

intervie& %$ using ta#e re!rder t! get the data *r!" the se!nd grade <nglish teaher !*

SP N 2 Sungai )i"au. A!rding t! Na;ir 200-, Duesti!nnaire is the list !* Duesti!ns

and state"ents that are si"#le, and !"#lete. Arikunt! 200 adds that Duesti!nnaire

!nsists !* s!"e Duesti!ns that are used t! get in*!r"ati!n *r!" the res#!ndents a%!ut

their *eeling !r attitude. /!rn$ei 200 sa$s that Duesti!nnaire !nsists !* *atual

Duesti!ns, %ehavi!ral Duesti!ns, attitudinal Duesti!ns that an %e used t! "easure

attitudes, !#ini!ns, %elie*s, interests, and value. Beause !* that, the Duesti!nnaire *!r this

researh !nsists !* t&ent$ eight state"ents that "easure studentsC "!tivati!n in &riting.

8he state"ents !n the Duesti!nnaire &ere "ade %ased !n the indiat!rs !* "!tivati!n

%el!&:



8a%le 2 Indiat!rs !* "!tivati!n

N! Indiat!rs !* "!tivati!n Nu"%er !* state"ent

1

2

-

>

Persistene

=h!ie !* hallenge

Inde#enden$

<"!ti!n

1, 2, -, >, @, , , , +

10, 11, 12, 1-, 1>, 1@, 1, 1

1,1+, 20, 21, 22

2-, 2>, 2@, 2, 2, 2

In additi!n, the tried !ut &as given t! the students &h! &ere n!t as the su%'et !*

researh. It &as d!ne t! see the validit$ and relia%ilit$ !* the Duesti!nnaire. 8hus,

%e*!re distri%uting the Duesti!nnaire t! the su%'et !* researh, it &as tried !ut t!

an!ther lass. (III2 lass &as h!sen as the tried !ut lass. 8he result !* this tried !ut

lass &as anal$;ed in !rder t! see the validit$ and relia%ilit$ !* the Duesti!nnaire.

&= 0aidit;

A Duesti!nnaire is valid &hen it "easures &hat it is su##!sed t! %e "easured.

8! get the validit$ !* eah ite" in the Duesti!nnaire, the researher used the

Pr!dut !"ent *!r"ula %$ !rrelating eah ite" Arikunt!, 200.

7here: r alulated K k!e*isien k!relasi

L9 K 8!tal s!re !* eah ite"

L$ K 8!tal s!re !* all ite"s



n K t!tal res#!ndent

8hen, the &as !"#ared t! r ta"e. I* &as higher

than r ta"e# the ite" &as valid. F!r this researh r ta"e &as 0. -2 Arikunt!,

200.

2= *eia8iit;

6elia%ilit$ is the sta%ilit$ !* test s!res. A test ann!t "easure an$thing &ell

unless "easure !nsistentl$. 8! kn!& the relia%ilit$ !* the test, it &as tried !ut t!

an!ther lass, and the tr$ !ut result &as anal$;ed t! deter"ine the g!!d and the

%ad ite"s. 8! "easure relia%ilit$, the researher used 8he !pha 'ron"ach

*!r"ula Arikunt!, 200:

r11 =

7here: r 11 K the relia%ilit$ !e**iient !* the instru"ent

3 K the nu"%er !* ite"

L S t K S!re variane !* eah ite"

S t K 8!tal ite"s variane

8he result !* tr$ !ut instru"ent is desri%ed %el!&:

a <9a"ining the validit$ !* Duesti!nnaire

Fr!" the result !* the anal$sis, it &as *!und that *r!" 2 ite"s #re#ared

in the Duesti!nnaire, there &ere 2- ite"s valid. 8h!se ite"s !uld %e used in

the *inal Duesti!nnaire. 8he ite"s nu"%er -, 12, 1@, 1, and 2 &ere invalid.



It "eant that M 0.-2 and the ite"s &ere n!t used in the *inal

Duesti!nnaire.

% <9a"ining !* the relia%ilit$ !* Duesti!nnaire

8! kn!& the relia%ilit$ !* Duesti!nnaire, the standard !* relia%ilit$ sh!uld

%e kn!&n. A!rding t! Sud'ana 1++, i* r alulated is the sa"e !r higher

than 0.0, it "eans that the Duesti!nnaire is relia%le. Based !n the tried !ut

result, it &as *!und that the Duesti!nnaire relia%ilit$ &as 0.+0@. S!, it !uld %e

said that the Duesti!nnaire &as relia%le.

!re!ver, t! su##!rt the data that have !%tained *r!" Duesti!nnaire, !%servati!n

in the lass &as d!ne. A!rding t! Na;ir 200- !%servati!n is the &a$ t! !llet the

data diretl$ and give "!re #a$ attenti!n t! the !%'et !* !%servati!n. E%servati!n is als!

de*ined %$ Arikunt! 200 that !%servati!n is an instru"ent t! !llet the in*!r"ati!n

*r!" the *ield %$ seeing all the ativities and then &rite it s$ste"atiall$. In !rder t! d!

the !%servati!n, the !%servati!n sheet is needed. S!, the !%servati!n sheet is an

instru"ent in !%servati!n. In this researh, the !%servati!n sheet &as reated %e*!re

!nduting the researh. It &as "ade %ased !n the #r!%le", and auses !* the #r!%le"

that an %e ha##en in the lass and als! "ade %ased !n the teahersC r!les in teahing and

learning #r!ess see a##endi9 12. It &as used t! !llet real in*!r"ati!n !* teahing

learning #r!ess and the students and teaherCs ativities in the lassr!!". 8he

!%servati!n sheet &as *illed %$ the researher and an <nglish teaher at SPN 2 Sungai

)i"au t! get "!re !%'etive data.



A*ter the data has %een !lleted %$ Duesti!nnaire and !%servati!n, the intervie&

&ith the se!nd grade <nglish teaher !* SPN 2 Sungai )i"au %$ using ta#e re!rder

&as d!ne. 8he intervie& &as h!sen sine it !uld investigate the result in de#th

e9#lanati!n, aurate, and h!nest res#!nse. A!rding t! Seliger and Sh!ha"$ 1++

intervie& is d!ne t! !llet the data and get the in*!r"ati!n %$ talking t! the su%'et. 8he

intervie&er asks s!"e Duesti!ns and the su%'et res#!nd the Duesti!ns in a *ae t! *ae

situati!n !r %$ tele#h!ne. Na;ir 200- adds that intervie& is a #r!ess t! get the

in*!r"ati!n *!r the researh #ur#!se %$ asking s!"e Duesti!n t! the res#!ndent. Beause

!* that, s!"e Duesti!ns that relate &ith the studentsC "!tivati!n and the *at!rs in*luene

the studentsC "!tivati!n in learning &riting &ere asked t! the teaher. Beause !* the

se!nd grade <nglish teaher !* SPN 2 Sungai )i"au is !nl$ !ne teaherG the intervie&

&as d!ne *!r her.

E' Techni>ue of (ata ,oections

8! !llet the data, the researher used Duesti!nnaire %$ s!"e ste#s. 8he

*!ll!&ing #r!edures &ere used in !lleting data:

1. 8he researher distri%uted the tr$ !ut Duesti!nnaire t! the sa"#le !* tr$ !ut.

2. 8he tr$ !ut sa"#les &ere asked t! ans&er the Duesti!ns !n the Duesti!nnaire

sheets.

-. 8he researher !lleted the tr$ !ut Duesti!nnaire sheets.

>. 8he researher anal$;ed the ans&er *r!" the sa"#le students.

@. 8he researher *!und !ut the validit$ and relia%ilit$ !* the Duesti!nnaire.

. 8he researher revised the Duesti!nnaire.



. 8he researher distri%uted the Duesti!nnaire t! the sa"#le.

. 8he sa"#le &as asked t! ans&er the Duesti!ns !n the Duesti!nnaire sheets.

+. 8he researher !lleted the Duesti!nnaire sheets.

10. 8he researher anal$;ed the ans&er *r!" the sa"#le students.

A*ter the res#!ndents *illed !ut the Duesti!nnaire, the researher !nduted

!%servati!n %$ using !%servati!n sheet &hih &as "ade %ased !n s!"e indiat!rs see

a##endi9 12 that &as *illed %$ the researher and the teaher. 8he researher and the

teaher #aid attenti!n and !%served all the ativities and the studentsC attitude in the

lassr!!" diretl$ &hen teahers taught &riting. Beause the te9t that the students

learned in se"ester I &ere re!unt te9t and desri#tive te9t, the researher and the teaher

entered the lass *!ur ti"esG t&! ti"es &hen the$ &ere learning re!unt te9t and t&!

ti"es &hen the$ &ere learning desri#tive te9t.

A*ter that, in !rder t! get "!re aurate data a%!ut h!& the studentsC "!tivati!n

in learning &riting and the *at!rs in*luene the students in learning &riting, the intervie&

&ith the se!nd grade &as <nglish teaher &as d!ne. 8he teaher &h! taught <nglish at

se!nd grade !nl$ !ne #ers!n, s! the researher as an intervie&er asked s!"e Duesti!ns

'ust t! her see a##endi9 1>. 8he ta#e re!rder &as used t! re!rd the intervie&. 8he

intervie& &as d!ne in Ind!nesian in !rder t! av!id "isunderstanding and "isinter#reting

%$ %!th the researher and the res#!ndent and t! reate in*!r"al at"!s#here s! that

truth*ul in*!r"ati!n &as !%tained. 8he intervie& &as d!ne %ased !n the intervie&

guidane &ritten %e*!re the intervie& &as !nduted.



+' Techni>ue of (ata Ana;sis

8he Duesti!nnaire *!r this researh used )ikert sale. A!rding t! Na;ir 200-,

that )ikert sale is a sale t! "easure s!"e!ne attitude !r %ehavi!r a%!ut s!"ething he !r

she d!es !r thinks. It usuall$ uses si"#l$ a state"ent &hih the res#!ndent is asked t!

evaluate a!rding t! an$ kind !* su%'etive !r !%'etive riteriaG generall$ the level !*

agree"ent !r disagree"ent is "easured. E*ten *!ur !rdered res#!nse levels are used:

Str!ngl$ disagree, /isagree, Agree, Str!ngl$ agree. Seliger and Sh!ha"$ 1++ sa$ that

eah level has a s!re that an %e seen in the ta%le %el!&:

8a%le - )ikert Sale

)evel !*

agree"ent

Str!ngl$

disagree

/isagree Agree

Str!ngl$agree

S!re 1 2 -

>

A*ter !lleting the data *r!" the Duesti!nnaire, it &as alulated %$ using

desri#tive tehniDue na"el$ *reDuen$ ta%ulati!n, and #erentage. 8! *ind !ut the

#erentage !* eah ite", the &riter used the *!r"ula that is #r!#!sed %$ Sugi$!n! 200,

as *!ll!&:

P K n

f

100

P K 8he #erentage !* the result

* K 8he #erentage !* the ans&er !r eah Duesti!n

n K 8he t!tal a"!unt !* the sa"#le



In !rder t! *ind the ateg!r$ !* eah #erentage !* studentsC "!tivati!n, the

researh has t! *ind the lass interval !* the #erentage %$ using s!"e ste#s see a##endi9

1. 8he ateg!r$ is:

8a%le >. 8he =ateg!r$ !* Perentage

Perentage =ateg!r$

100 4 1.2@ (er$ high

1.2@ 4 2.@0 High

2.@0 4 >-.@ )!&

>-.@ 4 2@ (er$ l!&

Suggested %$ Sud'ana, 1++

8! anal$;e the data, the researher used #erentage &here the "ean s!re !uld

%e !nsulted %$ *!ur ateg!ries: ver$ high, high, l!& and ver$ l!&. I* the "ean s!re &as

high, it "eant that the students have high "!tivati!n t! learn &riting. 8hen, i* the

#erentage &as l!&, it "eant that the students had #r!%le" &ith their "!tivati!n in

learning &riting. In additi!n t! su##!rt the data *r!" Duesti!nnaire, the data *r!"

!%servati!n sheet and intervie& &ere anal$;ed. 8he data *r!" !%servati!n sheet and

intervie& &ere e9#lained and desri%ed in sentenes.

,HAPTE* I0

(ATA (ES,*IPTI/N) *ESEA*,H +IN(INGS AN( (IS,-SSI/N



A' (ata (escri:tion and (ata Ana;sis

8he data desri#ti!n and data anal$sis are #resented and disussed in this #art.

8he$ are #resented in line &ith the researh Duesti!ns. 8he$ are a%!ut the studentsC

"!tivati!n in learning &riting and the *at!rs that in*luene the studentsC "!tivati!n in

learning &riting. 8he data &ere desri%ed %$ using ta%les !* "ean s!res and the

#erentage !* the studentsC ans&ers in the Duesti!nnaire. 8hen, the data *r!"

Duesti!nnaire &ere su##!rted %$ the data *r!" the *ield that had %een !lleted %$ using

!%servati!n sheet t! anal$;e the studentsC "!tivati!n in learning &riting at the se!nd

grade students !* SPN 2 Sungai )i"au. In !rder t! su##!rt the data, intervie& &ith the

se!nd grade <nglish teaher &as d!ne t! *ind h!& the studentsC "!tivati!n in learning

&riting and &hat *at!rs in*luene the studentsC "!tivati!n in learning &riting.

&' The students’ motivation in earning <riting at the second grade students of

SMPN 2 Sungai Limau

A*ter distri%uting the Duesti!nnaire t! the students in !rder t! kn!& h!& their

"!tivati!n in learning &riting, the data &ere !lleted and anal$;ed. 8he data are

sh!&n in the ta%le %el!&:

8a%le @. ?uesti!nnaire 6esult

N! Ite" ean s!re Perentage



1 1 2 @0

2 2 1.+@ >.>

- - 1.+ >+.-2

> > 1.+ >+.-2

@ @ 2.0- @0.

2 @0

1.+ >+.-2

1.+2 >.+

+ + 2 @0

10 10 2.0- @0.

11 11 1.+ >.2+

12 12 1.+@ >.@

1- 1- 1.+2 >.+

1> 1> 1.+ >+.-21@ 1@ 1. >.2

1 1 1.+@ >.>

1 1 2 @0

1 1 1.+2 >.+

1+ 1+ 1.+ >+.-2

20 20 1.+ >+.-2

21 21 2.0- @0.

22 22 1.+ >+.-2

2 2- 1.> >@.+>

8!tal >@.0 112.+2

ean s!re 1.+ >+.00

8he ta%le !* Duesti!nnaire a%!ve sh!&s that the t!tal #erentage !* Duesti!nnaire

is >+. Based !n the ateg!r$ !* #erentage a##endi9 1, it ateg!ri;ed l!&. 8he data

*r!" Duesti!nnaire &as su##!rted %$ the result !* intervie& &ith the se!nd grade

<nglish teaher !* SPN 2 Sungai )i"au see a##endi9 1>, and it an %e !nluded that

the studentsC "!tivati!n in learning &riting is l!&. 8he students did n!t interested in

learning &riting and have l!& "!tivati!n. 8he detail desri#ti!n !* the studentsC ans&er

!n the Duesti!nnaire is desri%ed in the *!ll!&ing #aragra#hs.

2-



First, the #erentage !* the studentsC ans&er a%!ut their #ersistene in learning

&riting that an %e seen in the ta%le %el!&:

8a%le . 8he *indings !* StudentsC Persistene

Indiat!r Su%

indiat!rs

N!.

Ite"

E#ti!n

SA A / S/

* * * *

Persistene Havinghigh desire

t! learn

1. 0 0 @ 1-.@1 2 2.+ @ 1-.@1

2 0 0 @ 1-.@1 2@ .@ 1.+1

N!t eas$ t!*eel %!red -.1 2.1 1.21 21 @.@ + 2>.-2

>. - .11 > 10.1 1+ @1.-@ 11 2+.2

@. - .11 - .11 2- 2.1 21.2

Having

desire t! d!

assign"ent

. 1 2.1 1.21 22 @+.>@ 21.2

. 0 0 1.21 2> >. 1.+2

. 1 2.1 > 10.1 2- 2.1 + 2>.-2

8!tal #erentage !* the studentsC

#ersistene

>+.>0

8he ta%le sh!&s that there &ere eight ite"s that &ere given t! the res#!ndents t!

*ind !ut the studentsC res#!nses a%!ut their #ersistene in learning &riting. Ite" !ne

!nerned &ith the studentsC desire t! learn. 8here &ere n! students &h! ans&ered

str!ngl$ agree &ith the #erentage 0. 8hen, there &ere @ students &ith the #erentage

1-.@1 &h! ans&ered agree. Ne9t, there &ere 2 students &ith the #erentage 2.+

&h! ans&ered disagree. 8he rest @ students ans&ered str!ngl$ disagree &ith #erentage

1-.@1. 8he "ean s!re !* this ite" &as 2 !r @0. Based !n the "ean s!re ateg!ries,

it &as !nsidered l!&.

Ite" t&! !nerned &ith the studentsC attenti!n t! learn &riting. 8here &ere n!

students &h! ans&ered str!ngl$ agree &ith the #erentage 0. 8hen, there &ere @



students &ith the #erentage 1-.@1 &h! ans&ered agree. Ne9t, there &ere 2@ students

&ith the #erentage .@ &h! ans&ered disagree. In additi!n, there &ere students

&ith the #erentage 1.+1 &h! ans&ered str!ngl$ disagree. 8he "ean s!re !* this ite"

&as 1.+@ !r >.>. It &as ateg!ri;ed l!&.

Ite" three !nerned &ith the studentsC desire t! "aster in &riting. 8here &as

!nl$ 1 student &h! ans&ered str!ngl$ agree &ith the #erentage 2.1. 8hen, there &ere

students &ith the #erentage 1.21 &h! ans&ered agree. Ne9t, there &ere 21 students

&ith the #erentage @.@ &h! ans&ered disagree. In additi!n, there &ere + students

&ith the #erentage 2>.-2 &h! ans&ered str!ngl$ disagree. 8he "ean s!re !* this ite"

&as 1.+ !r >+.-2. It &as ateg!ri;ed l!&.

Ite" *!ur !nerned &ith the studentsC desire t! "ake &riting assign"ent in a

l!ng ti"e. 8here &ere - students &h! ans&ered str!ngl$ agree &ith the #erentage

.11. 8hen, there &ere > students &ith the #erentage 10.1 &h! ans&ered agree.

Ne9t, there &ere 1+ students &ith the #erentage @1.-@ &h! ans&ered disagree. In

additi!n, there &ere 11 students &ith the #erentage 2+.2 &h! ans&ered str!ngl$

disagree. 8he "ean s!re !* this ite" &as 1.+ !r >+.-2. It &as ateg!ri;ed l!&.

8he "ean s!re !* ite" *ive &hih &as related t! the studentsC &!rk hard t!

learn &riting &as 2.0- !r @0.. It &as ateg!ri;ed l!&. 8here &ere - students &ith the

#erentage .11 &h! ans&ered str!ngl$ agree. 8hen, there &ere - students &ith the

#erentage .11 &h! ans&ered agree. Ne9t, there &ere 2- students &ith the #erentage



2.1 &h! ans&ered disagree. 8here &ere students &ith the #erentage 21.2 &h!

ans&ered str!ngl$ disagree.

8he ne9t ite" !nerned &ith the studentsC desire t! get inv!lved &hen learning

&riting. 8here &as !nl$ !ne students &h! ans&ered str!ngl$ agree &ith the #erentage

2.1. 8hen, there &ere students &ith the #erentage 1.21 &h! ans&ered agree.

Ne9t, there &ere 22 students &ith the #erentage @+.>@ &h! ans&ered disagree. In

additi!n, there &ere students &ith the #erentage 21.2 &h! ans&ered str!ngl$

disagree. 8he "ean s!re !* this ite" &as 2 !r @0. It &as ateg!ri;ed l!&.

!re!ver, ite" seven related t! the studentsC &ants t! "ake their assign"ent.

8here &as n! student &h! ans&ered str!ngl$ agree. 8hen, there &ere students &ith the

#erentage 1.21 &h! ans&ered agree. Ne9t, there &ere 2> students &ith the

#erentage >. &h! ans&ered disagree. 8here &ere students &h! ans&ered

str!ngl$ disagree &ith the #erentage 1.+2. 8he "ean s!re !* this ite" &as 1.+ 0r

>+.-2. Based !n the "ean ateg!ri;ed, it &as !nsidered l!&.

8he last !ne, ite" eighth related t! the studentsC desire t! "ake their h!"e&!rk

seri!usl$. 8here &as !nl$ 1 student &ith the #erentage 2.1 &h! ans&ered str!ngl$

agree. 8hen, there &ere > students &ith the #erentage 10.1 &h! ans&ered agree.

Ne9t, 2- students &ith 2.1 ans&ered disagree. 8here &ere + students &ith the

#erentage 2>.-2 &h! ans&ered str!ngl$ disagree. 8he "ean s!re !* this ite" &as

1.+2 !r >+.-2. It &as ateg!ri;ed as l!&.



Fr!" th!se ite"s a%!ve, ite" 1, 2, -, >,@,,, and &ere the studentsC res#!nse

relate t! the studentsC desire t! learn, the studentsC *eeling a%!ut &hen learning &riting

and the$ &ants t! "ake assign"ents and h!"e&!rk. Further"!re, the t!tal !* "ean s!re

!* the studentsC attitude, interest, and value &as 1.+ !r >+.>0. It &as !n the range !*

1.@0 2.>+. It "eant l!&. It !uld %e !nluded that the studentsC #ersistene in learning

&riting at the se!nd grade students !* SPN 2 Sungai )i"au &as l!&.

Ne9t, the studentsC ans&ers that relate t! their h!ie !* hallenge an %e seen

in the ta%le %el!&:

8a%le . 8he *indings !* StudentsC =h!ie !* =hallenge

Indiat!r Su%

indiat!rs

N!.

Ite"

E#ti!n

SA A / S/

* * * *

=h!ie !*=hallenge

N!t eas$ t!give u#

+. 0 0 @ 1-.@1 2 2.+ 21.2

10 2 @.>1 > 10.1 2> >. 1.+2

Havingg!!d desire

t! d!hallenging

task

11. 2 @.>1 - .11 21 @. 11 2+.-

12. 0 0 1.+2 20 @>.0@ 1.+2

=reative 1-. 1 2.1 @ 1-.@1 21 @. 10 2.0-


h!ie !* hallenge

>.+1

8he ta%le a%!ve sh!&s that the "ean s!re !* ite" nine &hih related t! the

studentsC &ant t! &!rk hard t! *inish their di**iult &riting &as 2 !r @0. 8his s!re &as

!nsidered l!&. 8here &as n! student &h! ans&ered str!ngl$ agree. 8hen, there &ere @

students &ith the #erentage 1-.@1 &h! ans&ered agree. Ne9t, 2 students &ith 2.+



ans&ered disagree. 8here &ere students &ith the #erentage 21.2 &h! ans&ered

str!ngl$ disagree.

8he "ean s!re !* ite" ten that related t! the students that &ant t! sta$ stud$

seri!usl$ &as 2.0- !r @0.. 8his s!re &as als! ateg!ri;ed l!&. 8here &ere 2

students &ith the #erentage @.>1 &h! ans&ered str!ngl$ agree. 8hen there &ere >

students &h! ans&ered agree &ith the #erentage 10.1. Ne9t, there &ere 2> students

&h! ans&ered disagree &ith the #erentage >.and there &ere students &ith the

#erentage 1.+2 &h! ans&ered str!ngl$ disagree.

Ne9t, ite" eleven &hih dealt &ith the students that al&a$s t! tr$ hard t! &rite

&ith di**iult t!#i. 8here &ere 2 students &ith the #erentage @.>1 &h! ans&ered

str!ngl$ agree. 8hen there &ere - students &h! ans&ered agree &ith the #erentage

.11. Ne9t, there &ere 21 students &h! ans&ered disagree &ith the #erentage

@.and there &ere 11students &ith the #erentage 2+.- &h! ans&ered str!ngl$

disagree. 8he "ean s!re !* this ite" &as 1.+ !r >.2+. It &as ateg!ri;ed l!&.

8he "ean s!re !* ne9t ite" that dealt &ith the students &h! &ant t! &rite &ith

t!#i that is given %$ teaher &as 1.+@ &ith the #erentage >.@. It &as ateg!ri;ed

l!&. 8he desri#ti!n !* this ite" is there &as n! student &h! ans&ered str!ngl$ agree.

8hen, there &ere students &h! ans&ered agree &ith the #erentage 1.+2. Ne9t, there

&ere 20 students &ith the #erentage @>.0@ &h! ans&ered disagree and there students

&h! ans&ered str!ngl$ disagree &ith the #erentage 1.+2.



8he last ite" *!r this indiat!r related t! the studentsC reativit$ in devel!#ing

their ideas. 8here &as !nl$ 1 student &h! ans&ered str!ngl$ agree &ith the #erentage

2.1. 8hen, there &ere @ students &h! ans&ered agree &ith the #erentage 1-.@1.

Ne9t, there &ere 21 students &ith #erentage @. &h! ans&ered disagree and there

&ere 10 students &h! ans&ered str!ngl$ disagree &ith the #erentage 2.0-. 8he "ean

s!re !* this ite" &as 1.+2 !r >.+. It &as ateg!ri;ed l!&.

8he "ean s!re !* the ite"s +, 10, 11, 12, and 1- &ere the studentsC res#!nse

related t! the studentsC &!rk hard t! *ae the hallenge in learning &riting and their

reativit$ &as 1.+ !r >.+1. It &as !n the range !* 1.@0 2.>+. It "eant l!&. It !uld

%e !nluded that the studentsC h!ie !* hallenge in &riting at the se!nd grade

students !* SPN 2 Sungai )i"au &as l!&.

8he ne9t is the studentsC ans&er a%!ut their inde#enden$ in learning &riting that

an %e seen in the ta%le %el!&:

8a%le . 8he Findings !* StudentsC Inde#enden$

Indiat!r Su%

indiat!rs

N!.

Ite"

E#ti!n

SA A / S/

* F F *

Inde#en4

den$

Inde#en4

dene

1> 2 @.>1 1.+2 1 >-.2> 12 -2.>-

1@ 0 0 @ 1-.@1 22 @+.>@ 10 2.0-

1 0 0 1.+2 21 @. 10 2>.-2

=!!#erati4ve

1 2 @.>1 1.+2 1 >@.+@ 11 2+.-

1 1 2.1 @ 1-.@1 21 @. 10 2.0-

8!tal #erentage !* the

studentsC inde#enden$

>.@1



Fr!" the ta%le a%!ve, it an %e sh!&n that "ean s!re !* ite" *!urteen &hih

dealt &ith the students &h! &ants t! d! their assign"ent &hen their teaher d! n!t !"e

&as 1.+ !r >+.-2. It &as ateg!ri;ed l!&. 8he desri#ti!n is there &ere 2 students &h!

ans&ered str!ngl$ agree &ith the #erentage @.>1. 8hen, there &ere students &ith the

#erentage 1.+2 &h! ans&ered agree. Ne9t, there &ere 1 students &h! ans&ered

disagree &ith the #erentage >-.2> and there &ere 12 students &ith the #erentage

-2.>- &h! ans&ered str!ngl$ disagree.

Ite" *i*teen !nerned &ith the studentsC inde#enden$ t! learn &riting. 8here

&as n! student &h! ans&ered str!ngl$ agree. 8hen, there &ere @ students &ith the

#erentage 1-.@1 &h! ans&ered agree. Ne9t, there &ere 22 students &h! ans&ered

disagree &ith the #erentage @+.>@ and there &ere 10 students &ith the #erentage

2.0- &h! ans&ered str!ngl$ disagree. 8he "ean s!re !* this ite" &as 1. &ith the

#erentage >.2. It &as ateg!ri;ed l!&.

Ite" si9teen !nerned &ith the studentsC inde#enden$ t! d! assign"ents

&ith!ut heating. 8here &as n! student &h! ans&ered str!ngl$ agree. 8hen, there &ere

students &ith the #erentage 1.+2 &h! ans&ered agree. Ne9t, there &ere 21 students

&h! ans&ered disagree &ith the #erentage @. and there &ere + students &ith the

#erentage 2>.-2 &h! ans&ered str!ngl$ disagree. 8he "ean s!re !* this ite" &as

1.+@ &ith the #erentage >.@. It &as ateg!ri;ed l!&.

Ite" seventeen !nerned &ith the students &h! &ant t! disuss their stud$ &ith

their *riends. 8here &ere 2 student &h! ans&ered str!ngl$ agree &ith the #erentage



@.>1. 8hen, there &ere students &ith the #erentage 1.+2 &h! ans&ered agree.

Ne9t, there &ere 1 students &h! ans&ered disagree &ith the #erentage >@.+@ and

there &ere 11 students &ith the #erentage 2+.- &h! ans&ered str!ngl$ disagree. 8he

"ean s!re !* this ite" &as 2.00 &ith the #erentage @0. It &as ateg!ri;ed l!&.

8he last ite" *!r this indiat!r dealt &ith the students &h! &ant t! hel# their

*riends &hen the$ get di**iulties in &riting. 8he "ean s!re &as 1.+2 !r >.+. It &as

ateg!ri;ed l!&. 8he desri#ti!n is there &as 1 student &h! ans&ered str!ngl$ agree &ith

the #erentage 2.1. 8hen, there &ere @ students &ith the #erentage 1-.@1 &h!

ans&ered agree. Ne9t, there &ere 21 students &h! ans&ered disagree &ith the #erentage

@. and there &ere 10 students &ith the #erentage 2.0- &h! ans&ered str!ngl$

disagree.

8he "ean s!re !* the ite"s 1>, 1@, 1, 1, and 1 &hih &ere the studentsC

res#!nse related t! the studentsC inde#enden$ in learning &riting &as 1.+> !r >.@1. It

&as !n the range !* 1.@0 2.>+. It "eant it &as l!&. It !uld %e !nluded that the

studentsC h!ie !* hallenge in learning &riting at the se!nd grade students !* SPN 2

Sungai )i"au &as l!&.

8he last !ne is the studentsC ans&er a%!ut their e"!ti!n in learning &riting that

an %e seen in the ta%le %el!&:



8a%le +. 8he Findings !* StudentsC <"!ti!n

8he ta%le sh!&s that there are *ive ite"s given t! the res#!ndents t! *ind !ut the

studentsC res#!nses a%!ut their e"!ti!n in learning &riting. Ite" nineteen !nerned &ith

the studentsC *eeling in learning &riting. 8here &as !nl$ 1 students &h! ans&ered

str!ngl$ agree &ith the #erentage 2.1. 8hen, there &ere students &ith the

#erentage 1.21 &h! ans&ered agree. Ne9t, there &ere 21 students &ith the

#erentage @. &h! ans&ered disagree. 8he rest + students ans&ered str!ngl$

disagree &ith #erentage 2>.-2. 8he "ean s!re !* this ite" &as 1.+ !r >+.-2.

Based !n the "ean s!re ateg!ries, it &as !nsidered l!&.

Ite" t&ent$ !nerned &ith the students that &ant t! *!ll!& stud$ing &riting

interestingl$. 8here &ere 2 students &h! ans&ered str!ngl$ agree &ith the #erentage

@.>1. 8hen, there &ere > students &ith the #erentage 10.1 &h! ans&ered agree.

Ne9t, there &ere 22 students &ith the #erentage @+.>@ &h! ans&ered disagree. In

additi!n, there &ere + students &ith the #erentage 2>.-2 &h! ans&ered str!ngl$

disagree. 8he "ean s!re !* this ite" &as 1.+ !r >+.-2. It &as ateg!ri;ed l!&.

Indiat!r Su%

indiat!rs

N!.

Ite"

E#ti!n

SA A / S/

* * F *

<"!ti!n <nthusiastt! learn

1+ 1 2.1 1.21 21 @. + 2>.-2

20 2 @.>1 > 10.1 22 @+.>@ + 2>.-2

21 - .11 > 10.1 21 @.@ + 2>.-2

Interested t!learn

22 0 0 1.+2 21 @+.>@ 21.2

2- 0 0 > 10.1 21 @.@ 11 2+.-


e"!ti!n

>.+1



Ite" t&ent$ !ne dealt &ith the students that al&a$s &ant t! share their &riting in

*r!nt !* the lass. 8here &ere - students &ith the #erentage .11 &h! ans&ered

str!ngl$ agree. 8hen there &ere > students &h! ans&ered agree &ith the #erentage

10.1. Ne9t, there &ere 21 students &h! ans&ered disagree &ith the #erentage

@.and there &ere + students &ith the #erentage 2>.-2 &h! ans&ered str!ngl$

disagree. 8he "ean s!re !* this ite" &as 2.0- !r @0.. It &as ateg!ri;ed l!&.

8he "ean s!re !* ite" t&ent$ t&! that dealt &ith the studentsC *eeling !"*!rt

&as 1.+@ &ith the #erentage >.@. It &as ateg!ri;ed l!&. 8he desri#ti!n !* this

ite" is there &as n! student &h! ans&ered str!ngl$ agrees. 8hen, there &ere students

&h! ans&ered agree &ith the #erentage 1.+2. Ne9t, there &ere 22 students &ith the

#erentage @+.>@ &h! ans&ered disagree and there students &h! ans&ered str!ngl$

disagree &ith the #erentage 21.2.

8he last ite" *!r this indiat!r related t! the studentsC *eeling &hen learning

&riting reativit$ in devel!#ing their ideas. 8here &as n! student &h! ans&ered str!ngl$

agree. 8hen, there &ere > students &h! ans&ered agree &ith the #erentage 10.1.

Ne9t, there &ere 21 students &ith #erentage @. &h! ans&ered disagree and there

&ere 11 students &h! ans&ered str!ngl$ disagree &ith the #erentage 2+.-. 8he "ean

s!re !* this ite" &as 1.> !r >@.+>. It &as ateg!ri;ed l!&.

Fr!" th!se ite"s a%!ve, ite" 1+, 20, 21, 22 and 2- &ere the studentsC

res#!nse related t! the studentsC e"!ti!n and their *eeling &hen learning &riting.

Further"!re, the t!tal !* "ean s!re !* the studentsC attitude, interest, and value &as 1.+



!r >.+1. It &as !n the range !* 1.@0 2.>+. It "eant l!&. It !uld %e !nluded that

the studentsC #ersistene in learning &riting at the se!nd grade students !* SPN 2

Sungai )i"au &as l!&.

8he result *r!" Duesti!nnaire a%!ve &as su##!rted %$ the result !* !%servati!n

sheet. 8he data are desri%ed in the ta%le %el!&:

8he result !* Duesti!nnaire is su##!rted %$ the data *r!" !%servati!n sheet that &ere

d!ne %$ the researher and !ne !* the <nglish teahers in SPN 2 Sungai )i"au.

8a%le 10. 8he 6esult !* E%servati!n Sheet *!r StudentsC !tivati!n

Indiat!rs N! !* Ite" Perentage

Persistene 1+ 12.@

20 2@

21 12.@

=h!ie !*=hallenge

22 0

2- 2.@

Inde#enden$ 2> 0

2@ -.@

<"!ti!n 2 0

2 0

2 12.@

Based !n the ta%le, it an %e seen there &ere - ite"s that &as used t! see the

studentsC #ersistene in learning &riting. It &as *!und that the students learned &riting

seri!usl$ ite" 1+, 12.@. Als!, the students &anted #a$ attenti!n t! their teaher

e9#lanati!n a%!ut h!& t! &rite a #aragra#h !r a te9t &ell ite" 20, 2@, and the

students &anted t! get inv!lved in leaning ativities that &as given %$ their teaher ite"

21, 12.@. S!, %ased !n the data *r!" Duesti!nnaire and !%servati!n, it an %e



!nluded that the studentsC #ersistene in learning &riting is l!&. !re!ver, *r!" the

ta%le an %e sh!&n the students the studentsC h!ie !* hallenge. 8he students &anted t!

"ake the assign"ent that &as di**iult *!r the" ite" 22, 0, and the students did n!t

*eel a*raid and sh$ t! share their ideas ite" 2-, 2.@. Als!, the studentsC inde#enden$

in learning &riting an %e desri%ed that the students did n!t &ant t! heat their *riends

&!rk ite" 2>, 0, and the$ &anted t! disuss their di**iult$ in &riting &ith their

*riends ite" 2@, -.@. In additi!n, the ta%le a%!ve sh!&s the studentsC e"!ti!n in

learning &riting. It is desri%ed that the students en'!$ and enthusiast in learning &riting

ite" 2, and 2, 0. 8he students like t! "ake their &riting assign"ent ite" 2,

12.@.

Based !n the data anal$sis *r!" Duesti!nnaire and !%servati!n sheet a%!ve, it

an %e !nluded that the studentsC #ersistene, h!ie !* hallenge, inde#enden$ and

e"!ti!n "!tivati!n in learning &riting is l!&. It "eans that the studentsC "!tivati!n at

se!nd grade !* SP N 2 Sungai )i"au is l!&.

2' The factors that infuenced the students’ motivation in earning <riting at the

second grade of SMPN 2 Sungai Limau

Based !n the !%servati!n *indings and the intervie& result that &as d!ne &ith the

se!nd grade <nglish teaher !* SPN 2 Sungai )i"auG there is !nl$ !ne <nglish teaher

&h! teahes <nglish at the se!nd grade !* SPN 2 Sungai )i"au, it &as *!und s!"e

*at!rs that in*luene the studentsC "!tivati!n in learning &riting as #ereived %$ the



teaher. First, it !"es *r!" the students the"selves. Fr!" the result !* intervie&, the

teaher said that:

O &n m+ opinion the first factor that can cause the ow of the students’ motivation

in earning 7ngish especia+ in writing is the students themseves. The students thought

that 7ngish is a difficut su"5ect# and writing "ecomes more difficut ski. !so# mmm8

most of the students of SMPN 2 Sungai Limau never earned 7ngish when the+ were at

eementar+ schoo. So the+ were difficut to understand a"out writing# moreover the eve

of difficut+ is high for them.9

Based !n the intervie& a%!ve, the students think that &riting is di**iult su%'et t!

learn. It is %eause the students are lak !* %akgr!und kn!&ledge a%!ut <nglish. F!r the

ne9t *at!r, the teahers said:

:The second factor is the students’ fami+ and their econom+. Most of the

students’ of SMPN 2 Sungai Limau’s fami+ have ow econom+. The students get ess

attention from their parents and their parents sedom contro their chidren to stud+. !ndmost of the students have to work after the cass is over# for instance the students hep

their parents as a farmer or have to coect sand from the river. So the students have no

time to stud+ at home. &t is the fact that happens at SMPN 2 Sungai Limau.9

It "eans that the students did n!t get *ull !* attenti!n *r!" their #arents. 8heir

#arents &ere %us$ t! &!rk %eause the$ had l!& e!n!"$. As an e**et, the students did

n!t learn at h!"e &hat the$ have g!t in the sh!!l that "ade the" di**iult t! understand

the "aterial in &riting and la;$ t! learn &riting.

8he ne9t *at!r that in*luenes the studentsC "!tivati!n in learning &riting is

teaher. 8he result !* intervie& &ith the teaher is desri%ed %el!&:

The ne4t factor ma+ "e the ack of teacher in using variet+ method in teaching.#

the teacher sti use the od method in teaching that is e4pain the materia "+ using one

side communication that that the teacher was active "ut the students were passive.



Based !n the intervie& a%!ve, it an %e desri%ed that the teaher did n!t use

s!"e "eth!ds in t! "ake their students learned interestingl$. 8he data *r!" intervie& are

su##!rted %$ the data *r!" !%servati!n sheet. 8he data are desri%ed in the ta%le %el!&:

8a%le11. 8he 6esult !* E%servati!n Sheet *!r Fat!rs In*luened !tivati!n

Indiat!rs N! !*

Ite"

Perentage

=reating the %asi "!tivati!nal!nditi!n

2 .@

- 12.@

@ 1001> .@

1@ 0

1 .@

5enerating studentsC "!tivati!n1 100

> @0

0

0

+ 12.@

10 0

11 12.@

12 01- 2@

aintaining and #r!teting

"!tivati!n

2.@

1 100

Based !n the result !* !%servati!n sheet a%!ve, there &ere si9 ite"s that &ere

used t! identi*$ the teahersC r!les as "!tivat!r t! reate the %asi "!tivati!nal !nditi!n

*!r students. F!r the ite" t&!, the teaher al&a$s !#ens the less!n and gains the studentsC

attenti!n t! learn 100. Ite" -, the teaher seld!" e9#lains the un*a"iliar v!a%ular$

that the students &ill %e *!und 12.@. Ite" @, the teaher al&a$s e9#lains the "aterial

&ith lear v!ie 100. Ite" 1>, the teaher rarel$ ann!t "anage her students in the



lass .@. 8he 1@ ite", the teaher ann!t gain the studentsC attenti!n t! her

e9#lanati!n. 8he last ite", the teaher gives the !##!rtunit$ t! the students t! "enti!n

#r!%le"s the$ *ind .@.

F!r the se!nd teaherCs r!les in generating studentsC "!tivati!n, there &ere +

ite"s t! identi*$ it. Ite" 1, the teaher al&a$s intr!dues the t!#i t! the students 100.

Ite" >, the teaher s!"eti"es an e9#lain a%!ut the "aterial learl$ and easil$ t! %e

underst!!d @0. Ite" , the teaher did n!t "ake a less!n #lan t! teah &riting 0.

Ite" , the teaher did n!t #re#are the "aterial %e*!re teahing 0. Ite" +, the teaher

rarel$ #re#ares the "edia *!r teahing &riting 12.@. Ite" 10, the teaher did n!t

#resent the "aterial e**etivel$ 0. Ite" 11, the teaher seld!" #resent the "aterial

interestingl$ 12.@. Ite" 12, the teaher did n!t e9#lain the "aterial %$ using an

interesting "edia 0. 8he last ite", the teaher seld!" uses the interesting "aterial

2@.

8he last teaherCs r!le as a "!tivat!r, there &ere t&! ite"s t! identi*$ h!& the

teaher "aintains and #r!tets the studentsC "!tivati!n in learning &riting. Ite" , the

teaher gave lear e9a"#le *!r the students 2.@ and ite" 1, the teaher al&a$s give

a task and h!"e&!rk t! the students 100.

1' +indings

In this #art, all the data that had %een desri%ed in the data desri#ti!n &ere

anal$;ed. 8he data !* this researh &ere !lleted %$ using Duesti!nnaire, !%servati!n

and intervie&.



&' The Students’ Motivation at the Second Grade of SMPN 2 Sungai Limau

Based !n the data *r!" Duesti!nnaire, there are *!ur indiat!rs that an

identi*$ the studentsC "!tivati!n in learning &riting. Fr!" the *!ur indiat!rs, the

studentsC inde#enden$ is the l!&est !ne that the students have in learning

&riting. 8he data &ere su##!rted %$ the data *r!" !%servati!n sheet. 8he

students did n!t &ant t! stud$ &hen their teaher &as n!t in the lass. 8he$

needed their teaher in the lass &hen stud$ and "ade an assign"ent i* n!t, the$

&!uld n!t d! it, the$ did !ther ativities and "ade n!is$. !re!ver, the students

al&a$s see their *riends &riting &!rk &hen their teaher gave the" an

assign"ent. Just s!"e !* the students that &anted t! d! their assign"ent %$

the"selves. 8he$ als! seld!" disuss their di**iulties in &riting &ith their !ther

*riends. Al"!st !* the" 'ust ask their *riends t! %!rr!& their *riends &riting &!rk.

It an %e seen &hen their teaher !lleted her studentsC &riting &!rk, "!st !* the

studentsC &!rk &ere sa"e. In *at, the studentsC inde#enden$ in learning is

needed t! "ake the" have g!!d a%ilit$ in &riting %eause &riting needs "!re

#ratie.

8he ne9t indiat!r that the students have is l!& is their e"!ti!n. 8he data

*r!" Duesti!nnaire and !%servati!n sheet sh!&ed that the students did n!t en'!$

and enthusiast learning &riting. 8he students did n!t &ant t! kee# silent in the

lassG the$ s#!ke &ith their *riends, &ent t! their *riendsC seat and distur%ed their

*riends. It "ade their teaher &as di**iult and t! "anage the". 8he teaher had

t! &aste "uh ti"e t! "ake her students #aid attenti!n t! her. En the !ther hand,



teaher t! *inish their assign"ent at h!"e %ut &hen their teaher !lleted their

assign"ent, s!"e !* the" did n!t d! their assign"ent at h!"e.

In sh!rt, n!t all !* the indiat!rs !* "!tivati!n that the studentsC have are

high. 8here is an indiat!r that the students have is l!& %ut reall$ needed in

learning and have t! %e i"#r!ved.

2' The +actors that Infuenced the Students’ Motivation in Learning Writing at

the Second Grade of SMPN 2 Sungai Limau

Based !n the data *r!" !%servati!n and intervie&, there are s!"e *at!rs

that in*luened the studentsC "!tivati!n in learning &riting as #ereived %$ the

teaher. First, the students the"selves. 8he se!nd grade students !* SPN 2

Sungai )i"au still think that &riting is di**iult t! %e learned. It is %eause the$

never learned <nglish at ele"entar$ sh!!l. 8he$ 'ust learn <nglish &hen the$ are

!n 'uni!r high sh!!l. 8his !nditi!n "ake the students are l!& a%ilit$ in <nglishG

the$ are lak !* v!a%ular$, less a%ilit$ in gra""ar, et that is reall$ needed t!

hel# the" in learning &riting. It "akes the students di**iult t! understand the

less!n, the$ %e!"e %!red t! learn &riting easil$ and in*luene their interest t!

learn &riting.

8he se!nd *at!r is the studentsC *a"il$ and their e!n!"$. 8he students

did n!t get en!ugh attenti!n *r!" their #arents. Beause !* their l!& !* e!n!"$,

the students have t! hel# their #arent and the$ d! n!t have ti"e t! stud$ at h!"e

and !* !urse the$ l!st their ti"e t! #la$ &ith their *riends e9e#t in sh!!l. 8his



situati!n "ade the students !uld n!t stud$ &ell in the sh!!l and did n!t #a$

attenti!n t! their less!n.

8he last *at!r is the teaher. Based !n three r!les !* teaher in "!tivating

students t! learn &riting, there &as a r!le that the teaher did n!t d! &ell. First,

the se!nd grade <nglish teaher !* SPN 2 Sungai )i"au did n!t #re#are the

less!n #lan that has t! %e used in teahing &riting t! "anage the #r!ess !*

teahing &riting in !rder t! ahieve the g!al !* !"#eten$ %ased !n s$lla%us.

!re!ver, %eause !* the teaher did n!t #re#are the less!n #lan, it "eans that she

did n!t #lan h!& t! "ake her teahing %ea"e interesting *!r the students and

"ade the students &ant t! stud$ seri!usl$. Se!nd, the teaher seld!" uses

a##r!#riate and interesting "aterial t! teah &riting %ased !n the studentsC needs

and their a%ilit$. 8he teahers 'ust used the "aterials *r!" L;S that s!"eti"es d!

n!t a##r!#riate &ith the students a%ilit$ and d! n!t interesting *!r the students.

8hird, the teaher did n!t al&a$s #re#are and use the "edia in teahing &riting.

8he teaher e9#lained the "aterial in *r!nt !* the lass &ith!ut using a "edia.

<ven th!ught the teaher used a "edia, it &as n!t %ig en!ugh and the students

!uld n!t see it learl$. S! it "ade the students less attenti!n t! their teaher

e9#lanati!n. 8he last, the teaher did n!t #resent the "aterial interestingl$ &ith

a##r!#riate "eth!d and tehniDue. 8he teaher 'ust e9#lained the "aterial %$

talking in *r!nt !* the lass leturing "eth!d !r teaher enter and s!"eti"es

the teaherCs v!ie &as n!t l!ud. It "ade the students &as di**iult t! listen t!

their teaher e9#lanati!n and "ade the students uninterested t! learn &riting.



,' (iscussion

Fr!" the anal$sis !* the data, it &as sh!&n that the se!nd grade students !*

SPN 2 Sungai )i"au have l!& "!tivati!n in learning &riting. In *at, "!tivati!n #la$s

an i"#!rtant r!le in learning &riting %eause "!tivati!n is an internal !nditi!n &here

students has a need, desire, !r &ant that serves t! ativate !r energi;e %ehavi!r t! ahieve

their g!al even th!ugh it is di**iult *!r the". E9*!rd 2001 de*ines "!tivati!n as an

inner state !* need !r desire that ativities an individual t! d! s!"ething, and that &ill

satis*$ that need !r desire. S!, "!tivati!n in*luenes the students t! d! the ativit$ &ith

high e**!rt t! ahieve &hat the$ are g!ing t! get, als! in &riting. 8he students &ith high

"!tivati!n &ill stud$ seri!usl$ t! understand h!& t! &rite &ell and "ake the" a%le t!

&rite as their teaher taught in the sh!!l.

Based !n the data *r!" !%servati!n and intervie&, the l!& "!tivati!n !* the

se!nd grade students !* SPN 2 Sungai )i"au in learning &riting an %e aused %$

s!"e reas!ns. First, the students the"selves that d! n!t have desire t! learn. 8he students

still think that &riting is di**iult skill and "ake the" d! n!t like t! learn it. 8his is

%eause &riting is a !"#le9 skill that needs high !nentrati!n t! learn it and "ake the

students d! n!t interested t! learn &riting. A!rding t! Sardi"an 200 the *at!rs that

"ake the students have di**iulties in learning and the$ d! n!t have g!!d e**!rt t! learn

%eause !* the students the"selves and !ther e9ternal *at!rs. 8his "eans that &hen the

students have desire *r!" the students the"selves the$ &ill have "!tivati!n and &ill

&!rk hard t! understand the "aterial !* &riting and ahieve their #ur#!se in learning

&riting even th!ugh the su%'et !r the "aterial the$ learn is di**iult.



In additi!n, the di**iult$ !* the se!nd grade students !* SPN 2 Sungai li"au

in learning &riting is aused %$ %akgr!und kn!&ledge that the$ d! n!t have in <nglish.

<nglish is the se!nd language *!r the students and "!st !* the students !* SPN 2

Sungai )i"au did n!t learn <nglish &hen the$ &ere in ele"entar$ sh!!l. S!, <nglish

%ea"e a ne& su%'et *!r the" and the$ &ere reall$ hard t! understand the less!n,

es#eiall$ in &riting, the$ did n!t kn!& h!& t! &rite &ell and &hat the$ &ere needed

&hen the$ &r!te a te9t in <nglish. /i"$ati and ud'i!n! 200 sa$ that the student &ill

*eel la;$ t! learn %eause the$ lak !* kn!&ledge a%!ut the su%'et and the$ d! n!t kn!&

&hat the advantages !* the su%'et t! learn *!r the" are. In !nlusi!n, the students that

d! n!t kn!& &h$ the$ have t! learn &riting the$ &ill n!t &ant t! learn it seri!usl$

%eause the$ 'ust kn!& that the$ learn !nl$ *!r getting the "ark and the students *eel la;$

t! learn &riting %eause the$ reall$ lak !* a%ilit$ in <nglish that the students "ust have

in &riting t! hel# the" a%le t! &rite &ell.

Se!nd the *at!r relates &ith the studentsC *a"il$ and their e!n!"$. !st !* the

se!nd grade students !* SPN 2 Sungai )i"au &ere lak !* attenti!n *r!" their #arents

%eause their #arents had t! &!rk hard t! *ul*ill the *a"il$Cs needs. 8heir #arents 'ust

th!ught that asking their hildren t! g! t! sh!!l &as en!ugh. 8he$ did n!t kn!& that

their attenti!n t! their hildren needs in their stud$ is i"#!rtant t! "ake their hildren

have "!tivati!n in learning. A!rding t! Burden and B$rd 2010 the *a"iliesC

inv!lve"ent in their hildrenCs sh!!ling &ill a**et their hildren in their attendane,

"!re #!sitive attitudes and %ehavi!r, greater &illingness t! stud$ and d! h!"e&!rk and

higher aade"i ahieve"ent. 8he studentsC &ith have g!!d attenti!n *r!" their #arent



&ill "ake the" "!re enthusiasts t! !"e t! sh!!l and learn &ell in the lass. In

!ntrast, the students that lak !* attenti!n *r!" their #arent &ill a**et their studentsC

attitudes in learningG the$ d! n!t stud$ seri!usl$ and al&a$s d! !ther ativities %esides

learning t! attrat the attenti!n *r!" their *riends and teahers.

In additi!n, the students als! have t! hel# their #arents t! &!rk. Based !n the

result !* intervie& &ith the <nglish teaher, "!st !* the students !* SPN 2 Sungai

)i"au have l!& e!n!"$ that "ade the" had t! hel# their #arent t! &!rk a*ter the lass

is !ver. It "ade the students had n! ti"e t! learn at h!"e and the students are di**iult t!

understand the "aterial !* &riting that need "!re #ratie. S$ah 200 sa$s that !ne !*

the e9ternal *at!rs that "ake the students have the #r!%le" in learning is their *a"il$

and their e!n!"$ !nditi!n that is l!&. S!, the l!& !* the studentsC e!n!"$ "ake the

students 'ust think h!& t! get the "!ne$ &ith!ut thinking that stud$ is i"#!rtant *!r their

*uture.

8he third *at!r relates &ith the teaherCs r!les as a "!tivat!r in teahing &riting.

8here are s!"e *at!rs that an in*luene the studentsC "!tivati!n %eause !* the teaher

&h! did n!t d! their r!les as a "!tivat!r in teahing &ell. First, the se!nd grade <nglish

teaher !* SPN 2 Sungai )i"au seld!" #re#ares the less!n #lan. Based !n the

!%servati!n *indings and the researher in*!r"al intervie& &ith the teaher, the teaher

said that she did n!t "ake a less!n #lan as a #re#arati!n *!r teahing &riting. She 'ust

used a L;S as a guide in teahing &riting. It "eans the teaher taught &riting in the lass

&ith!ut #re#aring &hat she sh!uld d! in teahing in !rder t! "ake their students



underst!!d the "aterial and !uld ahieve the learning !"#eten$. En the !ther hand,

less!n #lan in teahing &riting %e!"e i"#!rtant r!les in i"#r!ving students "!tivati!n

%eause &hen teaher #re#are the less!n #lan the teaher als! think h!& t! "ake the

students *eel interest t! learn that an in*luene their "!tivati!n t! learn. )ess!n #lan is a

guide *!r the teaher t! teah in the lassr!!". )ess!n #lan hel# the teaher t! teah

e**etivel$ and e**iientl$ %eause %$ using less!n #lan the teaher has kn!&n &hat she is

g!ing t! d! ne9t. A!rding t! Burden and B$rd 2010 less!n #lan is a kind !* #lanning

that inv!lves teahersC deisi!ns a%!ut their studentsC needs, the a##r!#riate g!als and

!%'etives, the !ntent t! %e taught, the strategies, the tehniDue t! deliver the "aterial,

the "edia that an %e used in teahing.

8he ne9t is the "aterial that &as used %$ the se!nd grade <nglish teaher !*

SPN 2 Sungai )i"au !uld %e an!ther *at!r that in*luenes the studentsC "!tivati!n in

learning &riting. Based !n the researher !%servati!n in the lass and in*!r"al intervie&

&ith the teaher, the researher *!und that the teaher 'ust used a L;S &hen teahing

&riting %eause the "aterial !* se"ester e9a"inati!n is taken *r!" "aterial in L;S .

Beause !* that reas!n the teaher did n!t #re#are and use an interesting "aterial !*

&ritingG she 'ust used the L;S t! serve the "aterial t! the students. 8he use !* L;S in

ever$ "eeting "ade the students *eel %!red t! learn &riting. In *at, the use !* interesting

"aterial in teahing &riting has a r!le t! kee# the students attenti!n t! learn and

in*luene their "!tivati!n. 8he teaher has t! h!!se the interesting "aterials in teahing

&riting *r!" !thers s!ures %ased !n the studentsC needs and a%ilit$ &ith!ut *!rgetting



the t!#is that &ill disuss *!r ever$ "eeting in !rder t! "ake the students &ant t! learn

it &ell.

A!rding t! H!&ard and a'!r 200> the advantage !* teaher4designed

"aterial &hih is interesting is t! inrease "!tivati!n and engage"ent in learning. 8he

interesting "aterials "ake the students "!re enthusiasts t! learn &riting. 8he students

an understand the "aterial easil$ %eause the teaher has !nsidered the students a%ilit$

in &riting %e*!re she gives t! her students. In !nlusi!n, all !* the te9ts that &ill %e used

&hen teahing &riting sh!uld %e #re#ared &ell %e*!re !nduting the teahing and

learning #r!ess.

8he "edia in teahing &riting an %e !ne !* the *at!rs that "ade the students

l!& !* "!tivati!n in learning &riting. Based !n the !%servati!n in the lass, the se!nd

grade <nglish teaher !* SPN 2 Sungai )i"au seld!" used a "edia t! hel# the" t!

attrat the studentsC interest and attenti!n in learning &riting. 8he studentsC see"ed %!red

t! learn and did "an$ !ther ativities. A!rding t! S"aldin! and *riends 200 "edia

in teahing "a$ %e enhaned the studentsC "!tivati!n and #er*!r"ane and reated the

studentsC interest and #!sitive enthusias" %$ attrating their attenti!n, h!lding their

attenti!n and generating engage"ent in the learning #r!ess. It "eans that, using "edia

in teahing &riting an kee# the studentsC attenti!n in the lassr!!". I* the teaher an

kee# the studentsC attenti!n and the$ are interested &ith the &riting ativit$,

aut!"atiall$ an i"#r!ve their "!tivati!n in learning &riting.



In additi!n, "edia !* teahing &riting leads t! an i"#!rtant *at!r t! the suess

!* learning &riting ahieve"ent. edia an hel# teahers in arranging the teahing

#r!ess a##r!#riatel$. edia an redue the #r!%le"s that a##ear in teahing &riting.

edia !* teahing !uld hel# the students t! understand the "aterials easil$ and #a$

"!re attenti!n t! the less!n. As Sud'ana and Ah"ad 1++ sa$ that the !ntent !* "edia

sh!uld %e a##r!#riate &ith the teahing "aterials in !rder that students understand the

"aterial easil$. Beause !* that the teaher sh!uld "ake a "edia that d! n!t !nl$

interesting %ut als! a##r!#riate &ith the "aterials &ill %e taught t! the students.

8he last *at!r is "eth!d used %$ the se!nd grade <nglish teaher !* SPN 2

Sungai )i"au in teahing &riting. 8he researher !%served that the teaher tended t! use

leturing "eth!d in teahing &riting. 8his data is su##!rted %$ the result !* intervie& that

she as a teaher seld!" uses "eth!ds t! teah. She still used the !ld "eth!d in teahing

that is leturing "eth!d. B$ i"#le"enting leturing "eth!d, teaher trans"itted the

less!n %$ talking !nl$ and it aused the students unenthusiasti t! learn &riting. !st !*

the student did n!t #a$ attenti!n t! their teaher and see"ed %!red t! learn %eause the$

al&a$s get the sa"e "eth!d ever$ "eeting. Nevertheless, the interesting "eth!d in

teahing &riting is !ne !* the &a$s t! "ake the teahing &riting e**etive %eause %$

using the a##r!#riate "eth!d the students &ill en'!$ learning &riting and the$ an kee#

their attenti!n t! their stud$. A!rding t! =!les 2002, as the e**iient teahers, the$

sh!uld use reative teahing "eth!d t! reah all !* their students, and engage the"

e**etivel$. He als! adds that the teahers "ust "anu*ature ne& and lever &a$s t!

deliver "aterial in a "anner that &ill engage their students. S!, it is i"#!rtant *!r the



teaher t! #re#are a ne& "eth!d in teahing &riting in !rder t! av!id the students *eeling

%!red in learning &riting and an "ake the students have "!tivati!n t! learn &riting.

Further"!re, the teaher has t! %e reative t! design and use the "eth!d in

teahing &riting %$ !nsidering the studentsC %ehavi!r and harateristis in learning.

8he "eth!d that is used %$ teaher in teahing &riting sh!uld %e interesting and n!t

"!n!t!n!us in !rder t! "ake the studentsC &ant t! get inv!lve in learning #r!ess.

Burden and B$rd 2010 sa$ that the teahers need t! use a variet$ !* "eth!ds and

strategies t! a#ture and "aintain the studentsC interest and "!tivati!n. In !nlusi!n,

the interesting "eth!d &ill "ake the students *eel interested and enthusiast in learning

&riting and the$ &ill have high "!tivati!n.



,HAPTE* 0

,/N,L-SI/NS AN( S-GGESTI/NS

A' ,oncusions

Based !n the researh *indings a%!ut O8he StudentsC !tivati!n in )earning

7riting at the Se!nd 5rade !* SPN 2 Sungai )i"au, it an %e !nluded that the

studentsC "!tivati!n in learning &riting is l!&. 8he researh *indings sh!&s that the

l!&est indiat!rs !* "!tivati!n that the students have is their inde#enden$ and ne9t their

e"!ti!n. 8he students did n!t en'!$ learning &riting. 8he students see"ed n!t interested

in learning &riting. 8he$ did n!t have desire t! learn. 8he$ &ere hard t! get inv!lved in

learning #r!ess and di**iult t! understand h!& t! &rite &ell %eause the uninteresting

"eth!d that is used %$ the teaher and lak !* studentsC v!a%ular$, less a%ilit$ in

gra""ar et.



In additi!n, *r!" the result !* data anal$sis the studentsC "!tivati!n is in*luened

%$ s!"e *at!rs. 8he *irst *at!r is related t! the students the"selves that d! n!t have

desire t! learn &riting %eause the$ think &riting is di**iult. 8he se!nd *at!r is related

t! the studentsC *a"il$ and their e!n!"$ that is l!&. 8he third *at!r is related t! the

r!les !* teaher as a "!tivat!r in teahing &riting. 8he teaher d!es n!t a%le t! generate

the studentsC "!tivati!n in learning &riting. First, the #re#arati!n !* less!n #lan that

s!"eti"es &as n!t "ade %$ the teaher. Se!nd, relating &ith seleting the "aterial !r

te9t. 8he teaher seld!" used an!ther "aterial *r!" "an$ s!ures in !rder t! av!id the

students *eel %!red in learning &riting. 8hird, the teaher rarel$ used "edia in teahing

&riting that an attrat the studentsC interest in learning &riting. 8he last !ne is the

interesting "eth!d that the teaher rarel$ used in teahing &riting. 8he teaher !nl$ used

leturing "eth!d teaher enter t! teah the students. It "ade her students %ea"e

%!red t! learn.

1' Suggestions

Based !n the researh *indings and data anal$sis, it is suggested:

1. 8! the teahers, it is e9#eted that the teahers an i"#r!ve the studentsC

inde#enden$ and e"!ti!n in learning &riting that an in*luene their

"!tivati!n in learning &riting. Als!, it is h!#ed that the teaher a%le t!

generate their studentsC "!tivati!n in learning &riting %$ #re#aring less!n

#lan %e*!re the$ are g!ing t! teah &riting



2. 8! the students, it is e9#eted that the students an i"#r!ve their

inde#enden$ and their e"!ti!n in learning &riting in !rder t! "ake the"

have g!!d "!tivati!n in learning &riting.

-. 8! the readers &h! &ant t! !ndut a researh related t! the studentsC

"!tivati!n in learning &riting, it is e9#eted that the readers *!us "!re !n

studentsC inde#enden$ and e"!ti!n in learning &riting and h!& the teahers

generate their studentsC "!tivati!n in learning &riting.

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