A PROPOSAL

GENDER DIFFERENCES TOWARD ENGLISH LEARNING MOTIVATION AT THE SECOND GRADE STUDENT OF SMPN 28 PEKANBARU

A PROPOSAL

BY:

KUNDARTI KATWADI

1088203151

ADVISOR

MARWA, M.A

ENGLISH EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING

LANCANG KUNING UNIVERSITY

PEKANBARU

2013/2014

LIST OF CONTENTS

                                                                                                                   

LIST OF CONTENTS.............................................................  ii

LIST OF TABELS...................................................................  iv

CHAPTER I INTRODUCTION

A.      Identification of the Problem................................................   1

B.       Limitation of the Problem.....................................................  3

C.       Formulation of the Problem.................................................   3

D.      Objectives of the Problem...................................................   3

E.       Significance of the Research................................................   3

F.        Definition of Key Terms......................................................   4

G.      Definition of Key Terms......................................................   4

CHAPTER II A REVIEW OF RELATED LITERATURE

A.      Review of Related Theories................................................   5

1. Difference Gender in Learning................................................  5

2. Motivation............................................................................   6         

3. Types of Motivation...............................................................  7         

4. Function of Motivation in Learning English..............................  9

B.       Review of Related Finding.................................................  10       

C.       Hypothesis of the Research..............................................  12       

CHAPTER III METHODOLOGY OF THE RESEARCH

A.      Type of the Research.......................................................   13

B.       Population and Sample...................................................   13

C.       Research Setting.............................................................   14

D.      Instrument of the Research..............................................   14

E.       Technique of Collecting the Data.....................................   15

F.        Technique of Analyzing the Data......................................   16

REFERENCES...................................................................   v

 

LIST OF TABLES

  Table 2.1: Population of Research........................................ 13

  Table 2.2: Categories of Score Reliability.............................. 15

  Table 2.3: The Blue Print of the Research Instrument............. 15

  Table 2.4: Categories of Instrument...................................... 16

INTRODUCTION

A.      Background of the Research

Learning is a process of students’ efforts to obtain a new behavior as their experience for interacts in environment. There are interaction between teacher- student and student-student to create the activity in learning, and also to get understanding about what the teaching are. English is studied as a compulsory subject for all students from primary level until university in foreign language learning contexts. EFL is primarily learned as a school subject; English learning is mainly conducted in the classrooms where the language is not typically used as the medium of ordinary communication.

Pertaining to the EFL context, the motivation is indispensable which motivation is important to determine success in learning English. Because of English as foreign language is difficult for student, students have to posses self-motivation  to make them interest and want to receive the English lesson, because Sadirman (1986:73) asserts motivation is an internal drive that cause a person behave or act toward certain purposes, and motivation called  motive, it is a necessary  create a drives that make observation in learning as well as attaining good achievement. In teaching learning process, motivation is needed by  the students. Motivation divided into instristic motivation as internal factor which students do something within themself and extrinsic motivation as external factor which students make something caused encouragement. The efforts to encourage the motivation of gender needs the extrinsic motivation, because this factor arises from educate by others. It can be emphasized by Woolfolk (2010:96-97) reveals gender roles is an natural characteristics in male and female whose is constructed by social, culture, time, and place. It proves that student motivation can change anytime, and depends on their urge.

Each students (male or female) can be effected by some aspects, Suryabrata (2008:233) states  the factors that influence motivation divided into internal factor and external factor. The factor that appears as their desire, it called internal factor. The most influence in learning process of the secondary students is adolescence which they are still unstable. Generally, school violence can occur other friends, it can mutual ridicule.  It is usually conducted by male and make another friends especially female are afraid and shy to participate in classroom activities. Involvement of parents and good environment also give some effects toward students which students will study hard for make parents proud. It includes an extrinsic motivation.

In teaching and learning English, the task of teacher as mentor motivates students to get their attention in learning process. If teacher has higher effort motivates student, it will be better in the learning process. Motivation is a key determinant of students to want and participate the learning itself. Some studies show that the students' motivation can occurs differences by gender. Males almost always have a lower learning motivation than women. One study conducted by Pomerantz et al (2002:397) Educational psychologists have found that females tend to have higher standards in the classroom and evaluate their own performance more critically. Females also outperform boys in school which measured by students' grades in all subjects and in all age groups so peoples will imagine that female have more self-confident about their academic abilities and higher academic self-esteem. Researchers have consistently found that most boys will be less motivated to study unless the material itself interests them whereas females have higher motivation because of females are more concerned with pleasing adults, such as parents and teachers.

The researcher aims to investigate the motivation of students that will be seen each gender in English language learning. The specific context within which I am as the researcher asks this question is the program of EFL classes at second grade of SMP N 28 Pekanbaru . To develop my assumption that difference gender  can distinguish their motivation on my research, it can make clear based on the result of interview at the second grade of SMP N 28 Pekanbaru, English teacher said that female students have higher motivation than males. It can be seen from female students are not shy to active in front the class when they are learning English. Female students also have higher score of examination than males, it discribes that female students more dominant than male students at second grade of SMP N 28 Pekanbaru. However, it does not provide certainty that it effects on student motivation. In this case, to know and see how the motivation of the gender (male and female students), the researcher will give a questionnaire to prove it.

Grounded on the phenomena above, the researcher interested to investigate in the same thing with a different subject and time so that the researcher will conduct a research entitled “Differences gender toward English learning motivation at second grade of SMP N 28 Pekanbaru”

B.       Identification of the Research

Based on the background above, the researcher identifies the motivation is crucial to learning English and different gender can influence the motivation in learning activities.

C.      Limitation of the Research

The researcher only focuses on gender (male and female students) toward English learning motivation at the second grade of SMPN 28 Pekanbaru.

D.      Formulation of the Research

The researcher formulates the problem of this research by addressing this question: “Is there any difference between male and emale students in English Learning motivation at the second grade of SMPN 28 Pekanbaru?”

E.       Purpose of the Research

The purpose of this researchis to find out and identify the gender (male & female students) toward English learning motivation at the second grade of SMPN 28 Pekanbaru.

F.       Importance of the Research

This research, which is significant to recommence English teacher about understand students’ characteristic based on gender , will be useful for students to know about so far the different motivation each gender at the Second Grade SMP N 28 Pekanbaru, and to help finding for next researcher with a same problem and ideas.

G.      Definiton ofthe Key Terms

1.      Gender is a range of physical, mental, and behavioral characteristics distinguishing between male and female can be influenced by some aspects and factors which can develop anytime.

2.      English Learning Motivation is the factors of student’s booster that encourages to joint learning seriously, concentration and has a systematic activities to achieve the goal.

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CHAPTER II

REVIEW OF RELATED LITERATURE

A.      Review of Related Theories

In this page, researcher shows the theories that are relevant with variables. It consists of some section;

1.      Difference Gender in Learning

Woolkfolk (2010: 94) claims gender is determined by individual as biological different which will change social identity. Dornyei (1994:117) defines motivation is responsible for determining human behaviour by energising it and giving it direction. So that, gender and motivation related to do something based on the influence the internal and external factors. Jacob at al ( 2002) that is quoted by Woolfolk states there are several fields where female more superior to male and vice versa. On average, female has better performance than male in language ability, verbal memory, perceptual, and motoric. While male has a better performance than female in mathematics, science, and social. Indeed, it show that language is a part of female brain which will dominate in the language class.

Guriaan (2005:23) in Asmita explains the difference between the size of male and female brain, how the part is related and how it works. The fundamental difference between genders;

1.      A spatial difference, spatial in the male brain tends to developing too complex, like mechanical design capabilities, measurement determination abstraction, and the manipulation of physical objects. It does prove male likes tinker with vehicle.

2.      Differences verbal, In a study mentioned , female use about 20,000 words per day , while male only 7,000 words.

3.      Differences chemicals, Female brains contain more serotonin which makes calm .whereas male are more fast furious.

4.      Smaller memory, Memory center (hippocampus) in the female brain is greater than the male brain. It can answer the question why when men easily forget, while women could remember every detail.

Based on the descriptions, different gender determine how the charateristic of student, however its also effect from the factors in environs so that why in the classroom activities which these causes of the language class is dominated by woman.

2.      Motivation

Motivation is a crucial aspect in learning English, because of good motivation can make learners do something attentively. Latipah
(2012:157) explains the posses of an idividual that comes from ourself to particular actions are called motif. It will change become motivation when get stimulation either internal or external factor. Then, according Purwanto (2007:71) states motivation is the posses that influence the behaviour of people to get the goal. It’s means motivation useful for someone interest to do something with limits the human behaviour as learners, so the goal  can be achieve.

According Sardirman (1986:73) motivation also is called  motive, it is a necessary  creates a drives that make observation in learning as well as attaining good achievement. In teaching learning process, motivation is needed by  the students. Mc Donald (1959) in Sardirman also defines Motivation is the change if an energy of somebody which preceded by the feeling appearance and the response toward the purpose. Motivation in learning English as  a media in suporting the students to do something toward the process of learning and teaching so that the purpose will be achieve.

Indeed the importance of the role of the motivation in the learning process needs to be understood by educators in order to carry out various forms of action or assistance to students because motivation is the efforts to encourage someone does action learning.

3.      Types of Motivation

Motivation is defined as a boost, either due to factors within and outside students, to achieve certain goals. Santrock (2009:204) claims there are two kinds of motivation from learner, called instricstic motivation and ekstrinsic motivation. Extrinsic motivation occurs when we are motivated to perform a behavior or engage an activity in order to earn a reward or avoid a punishment. For example, students study because of they want to get a good grade. Then, Instristic motivation occurs in a personal behavior like students study English because of they like the lesson. Leppert at al (2005) that adopted by Latipah (2012:176) states the  most students often motivated by instrinsic and extrinsic motivation conciding. It defines that not only from ourself but have to possess a encouragement from outside to developes good motivation.

Gardner and Lambert (1985:41) in Keblawi defines learners with an instrumental motivation want to learn a language because of a practical reason such as getting a salary bonus or getting into college. Many college language learners have a clear instrumental motivation for language learning: They want to fulfill a college language requirement. The second type of language learning motivation is integrative motivation which learners want to learn the language so that they can better understand and get to know the people who speak that language. Some learners have a personal affinity for the people who speak a particular language.

Indeed, students have many different reasons for studying a foreign language which can be self determined or outside determined. It can be explained that in a student has the urge to take action, for example a student learns English language because they want to be smart and love the subject however sometime a student does something motivated by anything and will take the learning action like someone will be happy to see his parents proud when she gets highest score in the classroom.

Gagne et al (1993:3-11) that adopted by Sukmadinata states Learning process can influence internal factor on students like student interest in learning English to get speaking skill and external factor that can present at setting learning activities. It means anything that students do and get will effect at their factor of motivation in learning. For example, Ary is student. Ary’s parents are very care about education and very attention at their children so the children is motivated by love and want to make pride for his parent. It concludes at the external factors which parents are encouragement for student to get best student.

William and burdens (1997) in Zhao claims that internal factors are influenced by their perceptions of themselves and by controlling or see themselves in control of their learning actions. The internal factors are consist of five namely ;

a.       Goal setting

Goal setting can stimulate efforts or actions that should be done, and it helps students determine the effort required to achieve the goal.

b.      Expectancy

The students who have hopes of trying and expect a good result from an action that is strived.

c.       Anxiety

It can increase or decrease the motivation for someone who is anxious will not feel comfortable to do something, but anxiety will face the test of the students will study hard to understand the subject.

d.      Self-confident

This factor is good because it will be a strong motivation to perform and practice in learning English activities.

e.       self –efficacy

The work done by conducting student persistence can increase the efforts to face the failure.

Then, William and burdens (1997) also clarifies the external factors are influenced by the feelings generated by the circumstances or the people arround to interacts in learning activities, the points are in this below;

a.       Teacher

This is Influenced by students' perceptions and interaction about their teacher such as teaching methods, teaching style and personality of the teacher.

b.      Activities and Materials

This points can affect students' interested and participate in learning process.

c.       Feedback

This can be a good way to motivate students to participate in class, such as giving feedback can be give reward each comment or answer of students.

d.      Classroom Environment

This will influence the willingness of students to learn, because the environmental conditions that favored the students will feel comfortable to learn.

Based on description above can be concluded that the factors that influence motivation to learn are internal factors: the desire to learning, interests, goals recognized. Then, external factors: scoring/reward, the presence of a rival/competition, self-involvement, giving replay, knowing the results, the presence of praise/feedback, punishment.

4.        Function of Motivation in Learning English

English is foreign language for students, so motivation is important role to make students interested in learning. Sardiman (1986:89) asserts motivation is an essential condition of learning which very necessary to given proper motivation will get successful the lesson anyway. Motivation will be very functional to encourage people to act, namely as a driver of each activity to be worked. This statement explains students do actions because there are achieved like students to study hard to get a champion. Then he also states motivation is to determine the direction of action, in which the goal to be achieved. It's means students think about planning the actions of the purpose and finally student selects actions to attain the objective. Students do what should they do to get the objective.

Astuti (2012:13) assumes motivation is used to support the students to be more interested in learning. Based on her points of importance motivation in learning, researcher concludes motivation use to attract the students’ interest or attention and get enthusiastic to learning so that the students understand better the subject they are learning, then to convince that the subject is very important for the students to learn. This function  is usually followed by reward and reflection about the purpose of English language. Therefore the motivation will determine the intensity of learning effort for the students.

From the explaination above, motivation is response to an action and motivation appears because of the needed, as well as interest which connect with motivation. In others words, the students of high motivation can increase learning interest.

B.       Review of the Related Findings

There are some previous researchers that have probe students’ motivation in English learning. Yau et al (2011) entitled “Gender differences on Intrinsic Motivation in Hong Kong Higher Education” His study focuses are attained by conducting a survey (137 students) among a local university in Hong Kong. Results show that among all students, no matter males or females, their levels of intrinsic motivation towards study, curiosity and external are the same. It evidences that has not different significantly between male students and female students.

Furthermore, the quantitative study by Narayanan et al (2008) entitles “Some factors affecting English learning at tertiary level” this research focus on integrative, instrumental, intrinsic and resultative motivation factors which the result of  integrative is mean score of female students have higher than males,female students have higher instrumental motivation towards learning of English than males, and also  in the catergories of resultative and Intrinsic, female students have higher than males.

The next, in Pakistan probed about the importance of gender and motivation in language learning. The results have revealed interesting findings. The results of the gender differences in their motivation to learn English showed that there are no significant differences between males and females in their attitudes and motivation to learn English language  (Akram and Ghani, 2013).

Then, according to shams (2008) entitles “Students’ Attitudes, Motivation and Anxiety towards English Language Learning”. This finding illustrate a higher degree of extrinsic motivation goals attach to the student’s language learning outcomes and future achievements compare to intrinsic ones, irrespective of the gender. Overall, the results show female students have higher degree of positive attitudes and motivation than to male students. It's mean female students dominate in English study and students is more encouraged at extrinsic motivation to achieve something.

Additionaly, Sugimoto et al entitled “Exploring the role of attitude, motivation, and gender in EFL learning” report on motivation is important to motivate EFL learning. His research about the responses each individual to show the attitude of male and female students as a motivating factor in studying EFL. This research reveals aspects of gender connected aspects of motivation.

            After that, Pengnate (2012) entitled “Motivation, Attitude and English Learning Behaviours of the low-graded Students” his thesis study and compare about motivation, attitude, and English learning behaviours of the low graded students based on gender and major. The result based on gender is they have different in some aspects which gender have low different in motivation, attitude, and English learning behaviour.

            Last, Parker (2007) entitled “Gender difference in the motivation to learn” this reasearch which investigates the connection between motivation and learning, know the effect gender in learning motivation. In his research found that thirty research articles relate the motivation and learning, just little difference of gender in leraning motivation. Its proves that to know the difference of gender in learning motivation is important, because this knowledge can help to understand the gaps about gender.

From the findings above, researcher concludes that diferent gender determine their motivation which influenced by all of aspect and personal to be learning action.

C.      Hypothesis of the Research

The hypothesis is a temporary answer to the problems studied and this answer can be true or false depending on the results of the study.

Researchers propose hypotheses as follows:

Ho       :Indicate that have not difference between English learning  motivation of male students and English learning motivation of female students.

Ha       :Indicate that have different between English learning motivation of male students and English learning motivation of female student

Ho       : µ₁ = µ₂

Ha       : µ₁ ≠ µ₂

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CHAPTER III

METHOD OF THE RESEARCH

A.      Type of the Research

Sugiyono (2012:6) defines the research based on level of explanation is descriptive, comparrative, and asosiative. The researcher use comparative research  because in this research is the research determine differences between two or more variables. This research does not have control and treatment at the variables because the students is used in this study to test the hypotheses about gender motivation. this research will use questionnaire as an instrument for studying research hypothesis which is a comparative tool for collecting data about their motivation. This study will investigate the condition of student about differences their motivation based on gender. Therefore this comparative research design very crucial with the education field which this research can be able believe because it has same characteristics.

B.       Population and Sample

1.    Population

Sugiyono (2012:117) states population is the number of subject or object to be studied also have a particular qualities and characteristics. In this research, there is population that belongs to this research. It can describe in this table below;

Table 2.1: The Population of the Research

All of students cclassrooms of the Second grade		Total
Male	Female
24	20	44

2.    Sample

Because of the population above, the researcher has to take the sample of this research. Arikunto (2002: 112) states "when the subject is less than 100 better taken everything that research is the study population. Furthermore, if the number of the subject is greater than 100 can be taken between 10-15% or more”. There fore, the sample of this research is all of population.

C.      Setting of the Research

The research will be conduct at SMPN 28 Pekanbaru, Okura. This research will be stared on January 2014.

D.      Instrument of the Research

The instrument of this research will be a questionnaire. To collecting data, researcher adopts the study Gao et al (2004) in Zhao. The questions are employed to elicit information about male and female students motivation in learning English. The instruction of the questionnaire will be given by indonesian – English language. Afterwards, the questionnaires distributed to the sample of this research, researcher use the Cronbach’s Alpha for realibilities of the instrument first.

The formula of Cronbach Alpha:

Description:
CA      = the efficient instrument reliability (Cronbach's Alpha)
k          = the number of items
σ_b²       = Variance item
σ_t²          = Variance total

According Guilford that cited by Sugiyono (2007:18) in  Siburian the level of reliability with the AC method is measured by a scale of 0-1.

Table 2.2 The level of reliability based on the value of alpha

Alpha	Level of Reliability
>0.80 – 1.00 >0.60 – 0.80 >0.40 – 0.60 > 0.20 – 0.40 0.0  – 0.20	Very  reliable Reliable Sufficiently reliable Less reliable Not reliable

Table 2.3 The Blue Print of the questionnaire items

No	Classification of the Questions	Item Number	The Number of items
1	Intrinsic Motivation	1,2,3	3
2	Extrinsic Motivation	4,5,6	3
3	Integrative Motivation	7,8,9	3
4	instrumental Motivation	10,11	2
5	Internal Factor	12,13,14,15	4
6	External Factor	16,17,18,19,20	5
TOTAL			20

E.       Technique of Collecting the Data

To collecting data, the researcher will give a paper of lists questions or statements, then students will select one of the items available in the questionnaire. The items have options which represent the students view in English learning motivation. It is used as consideration of options available for the respondents to choose an answer of questions or statements. The subjects’ responses are measured on a five-points Likert scale ; strongly agree, agree, undecided ,disagree, and strongly disagree and also have available quality each categories can be seen in the table below (Sugiyono, 2012:134-135).

                        Table 2.4 Options of Multiple Choices

No	Option	Scale
1	Strongly agree	5
2	Agree	4
3	Undecided	3
4	Disagree	2
5	Strongly disagree	1

F.       Technique of Analyzing the Data        

The researcher adoptes the method of data analysis research from Margono (1997: 191-192) in Tirtana which the researcher will collect the data completely, further the data processing will be following steps:

a.       Coding

It is the effort to classify the signs or specific code.

b.      Tabulating

That is the process of preparing data into table.

c.       Editing

That processing data to examine the survey of the data to know whether the data is suitable and can be proceed to the next stage.
d. Data analysis

To analyze the data that has been collected from the quantitative study, the researchers will use statistical data analysis.

The data have collect from questionnaire will be analized by using t- test Polled Varian which it will be examined based on “n” (total sample) is n₁ ≠ n₂ and the sample is homogen (Sugiyono, 2012:275-277). The researcher will analyze data using t-test statistical formula that is “polled variance" using the following steps;

 

To know the score of t –table as instruction of a proof significantly has to search degree of fredom (df) first which the formula is df = n₁ + n₂ – 2. The researcher makes interpretation about t- table is 5% or 1% with the interpretation as follow;

The data  are indicated Ha is rejected when t-count < t-table and Ho is accepted, then Ha is accepted when t-count > / =  t-table and Ho is rejected.

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Yau at al, 2011. Gender differences on Intrinsic Motivation in Hong Kong Higher Education. E- journal of organization Learning and Leadership, (9)2. Retrieved on 16 november 2013 from www.leadingtoday.org/

Zhao, Lei, 2012. Investigation into Motivation Types and Influences on Motivation: The Case of Chinese Non-English Majors p: 4-18. Canadian Center of Science and Education, (5) 3. Published: March 1, 2012 from http://www.ccsenet.org

PEGNATE, Wipanee, 2012. Motivation, Attitude and English Learning Behaviors of the low-graded Students. ICBIR, (17) 18. Retrieved on 16 November 2013 from http://cgel.tni.ac.th/new/upload/files/pdf

Narayanan et al, 2008.Some factors affecting English learning at tertiary level. Iranian Journal of Language Studies (IJLS), (2) 4. Retrieved on 12 december 2013 from http://www.ijls.net/volumes/volume2issue4/narayan1.pdf

Parker, C J, 2007. Gender Differences In The Motivation To Learn. A Project Submitted to the Faculty of The Evergreen State College In Partial Fulfillm of the Requirements for the degree Master in Teaching. Retrieved on 20  november 2013 from http://archives.evergreen.edu/.

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