THE STUDENTS INTEREST AND MOTIVATION TO BE ENGLISH TEACHER OF PBI STUDENTS OF AHMAD DAHLAN UNIVERSITY OF ACADEMIC YEAR 2011/2012

S1 THESIS

Submitted as Partial Fulfillment of the Requirements for the Attainment of the Degree of Sarjana Pendidikan Degree in English Education

By: Fitri Nurul Hikmat 08004151

ENGLISH EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION AHMAD DAHLAN UNIVERSITY YOGYAKARTA 2012

THE STUDENTS INTEREST AND MOTIVATION TO BE ENGLISH TEACHERS OF ENGLISH EDUCATION STUDY PROGRAM OF AHMAD DAHLAN UNIVERSITY IN ACADEMIC YEAR 2011/2012 S1 THESIS Submitted as Partial Fulfillment of the Requirements for the Attainment of the Degree of Sarjana Pendidikan in English Education

By: Fitri Nurul Hikmat 08004151

ENGLISH EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION AHMAD DAHLAN UNIVERSITY 2012

S1 THESIS THE STUDENTS INTEREST AND MOTIVATION TO BE ENGLISH TEACHER OF ENGLISH EDUCATION STUDY PROGRAM OF AHMAD DAHLAN UNIVERSITY IN ACADEMIC YEAR 2011/2012 By: Fitri Nurul Hikmat 08004151

Submitted as Partial Fulfillment of the Requirements for the Attainment of the Degree of Sarjana Pendidikan in English Education

Approved by:

Consultant

Drs. Surono, M. Hum

S1 THESIS THE STUDENTS INTEREST AND MOTIVATION TO BE ENGLISH TEACHER OF ENGLISH EDUCATION STUDY PROGRAM OF AHMAD DAHLAN UNIVERSITY IN ACADEMIC YEAR 2011/2012 By: Fitri Nurul Hikmat 08004151 Accepted by The Board of Examiners Faculty of Teacher Training and Education Ahmad Dahlan University On October 9th 2012 The Board of Examiners Chairperson First Examiner Second Examiner : Drs. Surono, M.Hum : Dra. Umi Rokhyati, M.Hum : Azwar Abbas, S.Pd., M.Hum ____________ ____________ ____________

Yogyakarta, October 9th 2012 The Dean of Faculty of Teacher Training and Education Ahmad Dahlan University

Drs. Ishafit, M.Si NIY 60910098

ACKNOWLEDGEMENT

Alhamdulillahrabbilalamin. Praise be to Allah SWT, the Almighty who gives the writer an amazing blessing, by which this thesis is finally completed. This thesis is the requirement to attain Sarjana Degree in English Education of Ahmad Dahlan University. The writer realizes that this research would not be accomplished without support of others. Therefore, the writer would like to express her sincerest appreciation and gratitude to: 1. Drs. Kasiyarno, M. Hum, as the rector of Ahmad Dahlan University. 2. Drs. Ishafit, M. Si, as the Dean of Faculty of Teaching Training and Education of Ahmad Dahlan University. 3. Azwar Abbas, M. Hum., as the head of English Education Study. 4. Drs. Surono, M. Hum., as the consultant who patiently guided and advised her during the arrangement of this thesis. 5. All lecturers of Ahmad Dahlan University who gave much knowledge and learning. 6. All administration staff members of Ahmad Dahlan University 7. All librarians of Ahmad Dahlan University who helped her in searching references. 8. Her beloved parents, who always pray day and night, and give support spiritually and materially. 9. Her beloved best friends, for their supports and love. Finally, the writer recognizes this thesis is still far from being perfect and satisfactory. However, the writer hopes this study can be useful for everyone who wants to improve the study of human development of PBI UAD students. Therefore, positive suggestion and good criticism are expected in order that this thesis will be better.

Yogyakarta, October 9th 2012 The Writer

Fitri Nurul Hikmat

PERNYATAAN

Yang bertanda tangan dibawah ini: Nama NIM Program Study Fakultas : Fitri Nurul Hikmat : 08004151 : PBI-S1 : KIP

Menyatakan bahwa karya ilmiah berjudul The Students Interest and Motivation to be English Teacher of PBI Students of Ahmad Dahlan University of Academic Year 2011/2012 ini adalah hasil pekerjaan saya sendiri dan sepanjang pengetahuan saya, tidak berisi materi yang ditulis oleh orang lain sebagai persyaratan penyelesaian study diperguruan tinggi ini atau perguruan tinggi lain kecuali bagian-bagian tertentu yang saya ambil sebagai acuan dengan mengikuti tata cara dan etika penulisan karya ilmiah yang lazim. Apabila ternyata tebukti bahwa pernyataan ini tidak benar, hal tersebut sepenuhnya menjadi tanggung jawab saya.

Yogyakarta, 9 Oktober 2012 Yang membuat pernyataan

Fitri Nurul Hikmat

DEDICATIONS
I dedicate this thesis wholeheartedly to: My lord, Allah SWT for his blessing and his love To guide and protecting me in the right way . For my first man, dad (Utep Hikmat),the best mother that I ever had (Nur Hasanah),my beloved little sister, Fadhila Najmi Laila Hikmat and Fildzah Nabihati Labibah Hikmat, you are so mean to me, its only a little thing that I can do to make you proud, thanks for every single prayer, support, love and motivation that you have done for me. For Ragil Satria Wicaksana, thanks for giving me a new life and add the new color in my life, je zal altijd mijn liefde.

My new little family Fuad KP, Taufiq H, Rizqi K, Masfiyatul Ulfa, Anna F, Putri A, Bahrul Huda, Fahmi Firmansyah , Shirhi Athmainnah, and Desriyati NW thanks for being my new family and you are really more than family.

For my truly friends, Dwi, Aci, Naya, Thanks for the beautiful friendship that I ever had Your support, your laugh, your motivation will always be in my heart. For all my friends in PBI class C, IMM PB2, and BEM U Thanks for giving me a new experience, a new thought and a new idealism.

MOTTOS

Trying and praying Are the keyS of the life

Kamu tidak akan bertambah, sebelum kamu memberi

TABLE OF CONTENTS

TITLE ......................................................................................................... APPROVAL ............................................................................................... RATIFICATION .......................................................................................

i ii iii iv vi vii viii ix xii xiii xiv 1 1 6 8 8 9 9 11 11 11 12 15 17 20 22 24 24 25 27 28 31 34 34 36

ACKNOWLEDGEMENT ............................................................................ PERNYATAAN .......................................................................................... DEDICATION ............................................................................................. MOTTO ...................................................................................................... TABLE OF CONTENTS ............................................................................ TABLE ......................................................................................................... CHARTS ...................................................................................................... ABSTRACT ................................................................................................. CHAPTER I INTRODUCTION .............................................................. A. Background of the Study ............................................... B. Identification of the Problems ....................................... C. Delimitation of the Problem .......................................... D. Formulation of the Problem........................................... E. Objectives of the Study ................................................. F. Significances of the Study .............................................

CHAPTER II BACKGROUND OF THE STUDY ........................................ A. Review of Relevant Study............................................ B. Theoritical Frameork .................................................... 1. English Teacher Profession ..................................... 2. Interest .................................................................... 3. Motivation ............................................................. 4. Social Factors cause Interest and Motivation .......... C. Conceptual Framework ................................................. CHAPTER II RESEARCH METHOD ......................................................... A. Research Type .............................................................. B. Population, Sample and Sampling Technique ............... C. Data Collecting Technique............................................ D. Research Instrument ..................................................... E. Data Analyzing Technique............................................ CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ...................... A. Validity of The Instrument ............................................ B. Reliability of The Instrument ......................................

C. Data Description ......................................................... 1. The Students Interest to be English Teacher ......... 2. The Students Motivation to be English Teacher .... 3. Social Factors Leading to Interest and Motivation ... 48 CHAPTER V CONCLUSION AND SUGGESTION .................................... A. Conclusion ................................................................... B. Suggestion .................................................................... BIBLIOGRAPHY APPENDIXES

36 37 42

52 52 53

TABLE Table 1 The Distribution of The Sample ....................................................... Table 2 Instrument of Each Variable ............................................................. Table 3 Ideal Mean and Ideal Standard Deviation of Interest ......................... Table 4 Categorization of Students Interest ................................................. Table 5 Specification Level of Students Interest .......................................... Table 6 Ideal Mean and Ideal Standard Deviation of Motivation ................... Table 7 Categorization of Students Motivation ........................................... Table 8 Specification Level of Students Motivation .................................... Table 9 The Comparison Between Interest and Motivation .......................... 27 28 37 38 39 43 44 45 47

CHART Chart 1 The Distribution of The Indicators of Students Interest ................. Chart 2 The Distribution of The Indicators of Students Motivatio n ............ Chart 3 The Distribution of Social Factors .................................................. 40 46 49

Hikmat, Fitri N. 2012. The Students Interest and Motivation to be English Teacher of PBI Students of Ahmad Dahlan University of Academic Year 2011/2012. S1 Thesis. Yogyakarta: Ahmad Dahlan University. ABSTRACT The research entitled The Students Interest and Motivation to be English Teacher of PBI Students of Ahmad Dahlan University of Academic Year 2011/2012 is intended to describe the students interest and motivation to be English teacher and the social factors leading to their interest and motivation. This research belongs to a descriptive quantitative research because the researcher described data in form of number. The subjects of this research were PBI UAD Students in the academic year 2011/2012. The number of population was 1486 students and the number of the sample was 356 students. The researcher used questionnaire to gather the data. Meanwhile in analyzing the data, the researcher employed descriptive analysis by using mean score, standard deviation, and percentage. The result of this study showed that the PBI UAD students interest to be English teacher was in the high category by mean score 49.52, and the motivation of PBI UAD students to be English teacher was also in the high category by mean score 39.5. The dominant social factors leading to their interest and motivation were socio-economic factors and social environment factors.

CHAPTER I INTRODUCTION

This chapter presents the introduction of the thesis. It contains of background of the study, identification of the problem, limitation of the problem, problem formulation, objectives of the study, and significance of the study. A. Background of the Study

The globalization era, political, economical, social and culture relationship has been increasing in recent years, it causes the human life entire the world is more-opened. In this case the quality of human resource is very important, when a country is more opened; the country will get some benefits in many sectors such as education, social, politic and economy. It also makes the need of English has been increasing in recent years. As an international language, English is a tool to have the communication among the countries, written or spoken. Communication is very important in informing the information, improving the technology, science, and the culture. Huebener (1969 : 9) in Dewi (2008) states that the communication ability is the ability to understand or producing the texts, spoken or written.

Based on the problem above the need to improve the English skill is very important recently, especially for developing countries such as Indonesia. It causes the need of English teacher also has been increasing. Based on the data

from LITBANG community magazine the requirement of teacher has been increasing since 2011 with the average 400 teacher of each year, it shows that English teachers are more needed. Another implication is many universities which have English Education Program Study (PBI) sustain the increasing of registrants each year.

The need of English teacher in the the world, also has the important role in increasing of the number the registrants. The government policy to increase the welfare of teacher profession makes people begin to pay more attention toward teacher profession. The research conducted by BALITBANG (Balai Penelitian dan Pengembangan ) found that there was influence between the government policy about teacher welfare and the students interest to be English teacher. The population of the research was the universities entire of Indonesia which had English Education study program. It can be seen from the number of students who chose English Education Study Program. In 2007 the government policy started to be implemented, the influence toward the university was about 31,5 %. In 20082009 the government had been implemented the policy, the influence was about 51,3%.

English teacher profession also has the additional value based on the competency. English is perceived as a good choice, because it has a high prospect in the future. One of the reasons is English becomes an international language, therefore the developing country need the English human resource. Besides English has the broad scope which can be implemented in the most of profession

such as banker, translator, ambassador and other professions. The development of International school also makes English teacher is much needed.

Language teaching has its own characteristic and it is different from another lesson. Language teacher teaches the students how to communicate and expressing the idea, both spoken and written, therefore language teaching has different method with other lesson. The need of English nowadays, causes English as one of the important lessons in every school in Indonesia. It makes English language teaching has its own different method and technique, as the result English teachers are required to master the method and technique, besides English teacher also should master the four skill of language, namely listening, speaking, reading and writing.

English teacher has some criterion. Patel and Jain (2008 : 145) explains the criterion of English teacher:

He must be lover of English, He must have sound knowledge of English language as well as literature, He must know different methods of teaching English, He must have and ability and skill to teach methodically and systematically. Based on the requirements competency, English teacher should master four English skills namely, listening, speaking, reading, and writing. An English teacher should have influent speaking, a good technique in writing English, and can identify the English mistakes from the student.

Ahmad Dahlan University (UAD) as one of 50 promising universities in the world tries to answer the global challenge and the need of society by

organizing the English Education Program Study (PBI), therefore UAD has the purpose to produce the professional English teachers. The efforts to produce the good and professional English teacher is influenced by some factors; one of the factors is learning process during the lecturing. Learning process is influenced by two factors, external and internal factors. Abror (1993 :72) explains that the external factors are social condition, classroom environment, the teacher itself and learning facilities. The internal factors are motivation and interest in learning process. The students interest and motivation to be English teacher is very important in learning process. According to Winkel (1996 : 30) interest can be defined as a human tendency toward something, it causes the human to know more and having the attitude to achieve the interest.. In educational psychology, interest can influence learning attitude and learning behavior. Ainley and Hidi in Woolfolk (2009 : 205) asserts high interest causes positive respond toward the learning material, higher persistency, and higher achievement,. Abror (1992 : 112) explains that interest has two base elements, namely cognition and conation. Cognition can be an individual perception toward something and conation is implemented into the will and motivation to understand it deeply. The interest to be English teacher can be defined as a tendency to understand deeply about English teacher profession and a will to be English teacher.

Interest is one of the intrinsic motivations; it comes from the individual itself. When an individual has the interest, it raises the motivation of the

individual. According to Woolfolk (2009 :193) motivation is an internal condition which arises, leads, and maintain the attitude the individual to reach the goal, while Deci and Ryan (2002) in Woolfolk (2009 : 188) defines intrinsic motivation as a natural tendency to find the challenge to fill the personal interest or implement the self competency.

One of the efforts to answer the global challenge is producing the good and professional English teacher, thus the topic is very important to be examined. The success of learning process not only depends on the institute, but also depends on the student. A good learning condition without the high interest and motivation from the student will not make the effective learning process. Based on the short observation by the researcher, in reality some of PBI students do not have interest and motivation to be English teacher, yet because of the impression from the parents, friends and the other condition they choose PBI as their program study. Surely, this case will influence their learning process.

Interest and motivation as an internal factor, which comes from the individual itself play an important role in the success of producing good English teacher. High interest and motivation from the students can make the students having the effort to improve their quality by themselves. It will make the best synergies between students and university to produce good English teacher. In summary, the research is important to be examined as one of the efforts to make the best synergies between the students and the university.

Based on the explanation above, the researcher will try to explore the research by the title: The Students Interest and Motivation to be English Teacher of PBI Student of Ahmad Dahlan University in The Academic Year 2011/2012

B. Identification of the Problem

Nowadays the globalization era, political, economical and social relationship among the countries entire the world require the country to be more opened. It makes the countries need to improve the quality of human resource; one of the ways to improve the quality of human resource is improving the quality of English skill to communicate. People are required to communicate in English both spoken and written. The need of English nowadays, makes the people start to pay attention toward English. English is perceived as a good prospect, because English as an international language has a bright future. English competency can not only be used as a teacher but also for other profession, therefore many people think that English has high prospect in the future

The expansion of English also influences the need of English teacher in Indonesia, recently the need of English teacher in Indonesia has been increasing, as the results the registrant of PBI students in university had been increasing. Besides, the government policy also plays the important role in in increasing the registrant of PBI students, the teachers are guaranteed in their welfare, it makes the society believes that English teacher is a promising job. English teacher has its own criterion to fill the requirement; English teacher should master the four skills of English language, listening, speaking, reading, and writing.

Ahmad Dahlan University tries to answer the global challenge and the need of the society by operating English Education program study in order to produce the good and professional English teacher. One of the efforts in producing the good and professional English teacher can be started from the learning process. Learning process is influenced by two factors, external factor such as classroom environmental, learning facilities and the quality of teacher. Internal factors such as students interest and motivation to learn something.

Interest can be defined as a human tendency toward something; it continues to know it more. Interest can make a human to be more motivated and have a high will to do a profession. Interest has two base elements, namely cognition element and conation element. Cognation can be the perception about English teacher profession, while conation is implemented into a will and motivation to be English teacher. Motivation is an internal condition which makes an individual having a high will to reach the goal. It can influences individual attitudes to reach the goal. Motivation is very important in learning process because motivation can maintain the individual attitude to persistent in his way to reach the goal.

The success of learning process not only depends on the institution but also depends on the students itself. Based on the short observation, some of the PBI students of Ahmad Dahlan University, do not have interest and motivation, the choose PBI because of the certain condition such as the impression from the parents and friends. The PBI students should have a high interest and motivation,

it is because PBI students is required to have a good behavior in learning process in order to be a good English teacher, therefore the topic is important to be examined.

C. Delimitation of the Problem

Based on the identification of the problem above, there are many topics that can be discussed in this research; they are the need of improving English skill, the need of English teacher in Indonesia, the prospect of English teacher, and the effort of Ahmad Dahlan University in answering the global challenge and the need of society. Because of limited knowledge and time, the research is focused on the students interest and motivation to be English teacher. The subjects of this research are PBI students of Ahmad Dahlan University Student in the academic year 2011/2012. It is intended to make the discussion more focus.

D. Formulation of the Problem

Based on the background above, the problem statement as follows : 1. What is the students interest to be English teacher of PBI students of Ahmad Dahlan University in the academic year 2011/2012 like? 2. What is the students motivation to be English teacher of PBI students of Ahmad Dahlan University in the academic year 2011/2012 like? 3. What are the students social backgrounds leading to their interest and motivation to be English teacher?

E. Objective of the Study

Based on the problem formulation the objectives of the study in this research are : 1. To describe the students interest to be English teacher of PBI students of Ahmad Dahlan University in the academic year 2011/2012 2. To describe the students motivation to be English teacher of PBI students of Ahmad Dahlan University in the academic year 2011/2012 3. To describe the students social backgrounds leading to their interest and motivation to be English teacher

F. Significance of the Study

This study is expected to give some benefit to the lecturer, students, and other researcher

1. For the lecturer The research is expected to give an input as an effort to maximize the students potency in increasing the students interest and motivation to be English Teacher. Therefore the lecturer can use the innovative and creative method and technique to increase students interest and motivation. 2. For the Students The research is expected to be a reflection for the PBI students to evaluate their selves whether they have high interest and motivation to

be English teacher. The research is also expected to motivate the students to increase the interest and motivation to be English teacher, therefore the students will have some efforts to increase their interest and motivation 3. For other researchers The research is expected to give inputs for other researcher to conduct a research on the similar topic and carry out the further studies.

CHAPTER II REVIEW OF RELATED LITERATURE

This chapter presents the researcher analysis of the students interest and motivation to be English teacher, therefore it presents reviews of related theories on English teacher profession, interest, motivation and social backgrounds influence motivation A. Review of Relevant Studies A research from Dwi Kuncahayani (2007) entitled A Descriptive Study On The Interest Of The Sub Urban Students In Learning English Of The Second Grade Of Smp Muhammadiyah 1 Samigaluh Kulon Progo In The Academic Year Of 2011/2012 also used the theory of interest and the social factor affecting the interest. The research used descriptive statistic to examine the interest and the social factor by calculating mean and standard deviation. To know the dominant social factors affecting the interest, the researcher used percentage. The result showed that the students interest to learn E nglish were in the fair category and the dominant social factor affecting the students interest is family support (10.2%).

B. Theoritical Framework There are four theories which construct this research, they are the theory of english teacher profession, interest, motivation, and social factors leading to

students interest and motivation. The theory is gathered from the literature study of educational psychology and the theory of English teaching. 1. English Teacher Profession Hornby (2011 :351) defines that profession is a type of job that needs special knowledge. The word profession refers to someone who has a special competency and knowledge so that he can be said as a professional. Ur (2010 : 388) states : A professional is, broadly speaking, someone whose work involves performing a certain function with some degree of expertise. But a narrower definition limits the term to apply to people such as doctors, teachers and lawyers, whose expertise involves not only skill and knowledge but also the exercise of highly sophisticated judgement, and whose accreditation necessitates extensive study, often university-based, as well as practical experience

Professional is a special term which refers to someone who has the specific requirements, the special competency and exceeds some of the degree to be an expert. Generally, people see a professional in certain occupations such as doctor, lawyer, teacher and etc. Millerson (1964) in Whitty (2006 : 2) The main approach at this point focused on establishing the features that an occupation should have in order to be termed a profession. He continues that a professional should have some of the criterion such as the use of skills based on theoretical knowledge, education and training in those skills certified by examination, a code of professional conduct oriented towards the public good, and a powerful professional organisation

Teacher is one of the professions that starts to be interested in, therefore a teacher should have a professionalism. Ali Imron (1995: 199) defines a teacher as someone who has a task and duty in formal education. Teacher profession is a work in formal education which needs a special competency based on the education norm. academic A professional teacher should have some criterion such as pedagogic competency, personality competency,

qualification,

professional competency and social competency. According to Susilo (2010 : 22) teacher professionalism emphasizes to the knowledge mastery, management ability and strategy application. One of the professionalism requirements is knowledge mastery, based on the explanation above English teacher can be defined as a person who teaches English. Recent years, English language teaching has been improved in most of the countries, thus English teacher profession has become popular profession. In order to have a better English language teaching, English teacher is required to increase his professionalism. Teaching foreign language is certainly different from teaching another lesson. It is because English teacher has its own criteria; English teacher should master four English skills. According to Patel dan Jain (2008: 145) an English teacher should have some criterion as follows:
a. He must be lover of English b. He must have sound knowledge of English language as well as

literature
c. He must know different methods of teaching English d. He must have and ability and skill to teach methodically and

systematically They continue that an English teacher is as facilitator not a conventional teacher, as an instructor not a preacher, as a content and material developer, and as a

classroom manager. Another brief explanation about English teacher skills and competency is explained bellow:

a. b. c. d. e.

He must know how to use different audio visual aids He must be able to pronounce English responsible correctly He must have ability to speak English correctly He must know the techniques of writing He must know and speak observing correct intonation and stress pattern

f. g. h.

He must be able to speak with correct phrases He must have and ability to understand his students He should always take interest in his students and become soft toward his students

i. j. k. l.

He must have an ability to identify the mistakes of his students He must have an ability of thinking power He must have an ability to adopt necessary remedial measurements He should have good hand writing

m. He must have the knowledge of different types of activities and how

to organize all activities.

English teacher professionalism has an important role in English language teaching, because it can influence toward the student ability in learning English. An explanation from Arthur E. Vallicelli in his essay The Role of Teacher Professionalism in Education

Teacher professionalism has relevant significance in education in that it affects the role of the teacher and his or her pedagogy, which in return affects the students ability to learn effectively. It can be defined as the ability to reach students in a meaningful way, developing innovative approaches to mandated content while motivating, engaging, and inspiring young adult minds to prepare for ever-advancing technology. In summary professionalism can be defined as the teacher ability to bring his student into the learning enthusiasm, thus they can be more motivated to learn English. 2. Interest According to Winkel (1996 :30) interest is a human tendency to be interested toward something and being happy to include inside it. Another definition comes from Sanjaya (2005 :7) interest is a tendency to do an action for example, the interest to be a certain profession. Whitterington (1983 : 135) also explains that interest is an individual awareness that the object, person, or situation have the relation with him, therefore the individual should have the information before his interest raises. Another definition comes from Sanjaya (2005 :7) interest is a tendency to do an action for example, the interest to be a certain profession. Based on the definition above interest can be defined as a human tendency toward something and it can make human interested to include inside it. Interest has some functions in human life, it can lead human to know the purpose of the life and to know the effort to reach the aim of life, so that human can know the advantage and disadvantage things in the life. A brief explanation about the functions of interest from Whitherington (1999:136), he explains that

interest is very beneficial for human life, it leads human to reach the goal of life and to do the useful things for his life, because he realize that he should fill his need. On the other hand interest also can give a complete view of life. In conclusion interest is very beneficial for human life because it leads human to reach his goal of life. Without a goal of life, human will not have a good life. Woolfolk (2009 :204) states that there are two kinds of interest, situational interest and personal interest. Personal interest is the enduring aspect of human, it grows from human itself. Ormord (2006 : 401) explains that situational interest is influenced by the environment. Personal interest is more beneficial than situational interest because personal interest is relatively stable, yet situational interest depends on the environment, so that situational interest can change by the time. Interest is very important in learning process, it can make students pay more attention to the subject and cognitively engaged (M.A Mc Daniel, Wadill, Finstad, and Bourg (2000) in Wolkfoolk, 2009 : 205). Wolkfoolk continues that high interest can make more positive emotional respond, higher persistency in learning, deeper process in learning, memorizing the learning material well and high learning achievement. Students and learning process cannot be separated from interest because it can influence the student in learning process. There are two base elements in interest. Abror (1992 :112) explains that interest has two base elements, namely cognition element and conation elements. Cognition can be an information and perception about an object which is interested in, and conation can be implemented toward attitude. Information can

rise up the human interest toward an object, if human have negative information they will have less interest toward an object, in contrast if human have positive information they will have much interest toward an object. The interest to be English teacher is mind, feeling, and attention concentration toward English teacher profession. The interest to be English teacher can arise from perception, positive respond, and tendency toward an object. Based on the explanation above the interest to be English teacher is a tendency toward English teacher profession which is showed by the mind concentration, pleasant feeling, and much attention toward English teacher. The indicators of the interest to be English teacher are information about English teacher profession, the pleasant feeling and a tendency toward English teacher profession, and a will to be English teacher. The functions of students interest to be English teacher are the student will pay more attention to understand the English profession; furthermore the student will have some efforts to grow up his competency and ability to be a professional teacher. 3. Motivation Motivation can be defined as an arousal for human to do something. According to Woolfolk (2009 :186) motivation is an internal factor which rises, leads, and maintain the human attitude. Another explanation comes from Ormrod (2006 : 365) motivation is something that energizes, directs, and sustains behavior. It gets student moving points them in a particular direction, and keeps them going. Based on the explanation, motivation is something that comes from

internal individual which can energize, direct, and sustain behavior in order to reach a goal. Generally, motivation can be divided into two, intrinsic and extrinsic motivations. Deci (1975) in Brown (2008 : 188) explains that the activities, which are motivated by intrinsic motivation, do not have the incentive because it satisfies the individual itself. In other word, intrinsic motivation is a natural tendency to find a challenge to fill the personal interest and implement self competency. In contrast, Brown (2008 : 188) explains that extrinsic motivation is stimulated by external factor. There are four perspective of motivation, Woolfolk (2009 : 192) summarizes the perspective. The first is behavioral perspective; the motivation source is extrinsic motivation. It emphasizes the reward, punishment and the incentive of learning process. The second is humanistic perspective, the motivation source is intrinsic motivation. The focus is the need of self-esteem, self-fulfillment, and self-determination. Third, cognitive perspective, the motivation source is intrinsic motivation. It focuses on belief, expectation, and failure. The last perspective is socio-cultural perspective; the source motivation is intrinsic motivation. It emphasizes toward the participation in society. There are several theories of motivation, the famous theory of motivation comes from Maslow with the need hirearchy. The Maslows theory is based on the students need, there are five basic needs in Maslows theory. The first need is Physiological needs such as hunger, and sleep. The second is safety needs, these needs represent the importance of security, protection, stability freedom from

anxiety and the need from structure and limits. Third, love and belongingness needs. This category refers to our need for family and friends. Fourth, esteem needs. These needs direct us to the reactions of other to us as individual and our opinion of ourselves, and the last need is need for self actualization. Here Maslow refers to the tendency to feel competence. Another theory of motivation is expectency X values theory, in this theory motivation is seen as two main factors: the individual expectancy of the goal and the meaning of goal itself for the individual. If one of the factors does not exist, there is no motivation to reach it. Motivation also can be seen from the socio cultural which is explained from socio-cultural theory. The theory emphasizes to the participation of the community practice. The students will have high motivation if they have the environment which gives the high value to the learning. The theory of motivation also comes from Weiner with the theory of attribution. Attribution theory relates to the need for achievement, it also relates to the students determination of their self. For example the students have some perceptions about the examination, such as the examination is absolutely difficult, the teacher dislikes me, Im not good in this subject. There are four elements in attribution theory: Ability, Effort, Luck and Task Difficulty. Motivation can affect on students learning and behavior. As Ormord (2006 : 366) summarizes : a. It directs behavior toward particular goals; it also affects the students choice. b. It leads to increase effort and energy, motivation will give the student additional effort and energy in expending the student competency related to their needs and goal c. It increases initiation and persistent in activity.

d. It enhances cognitive processing. Motivation makes the student to pay more attention toward the material. e. It determines what consequences are reinforcing and punishing f. It leads to improve a performance. Goal-directed behavior, energy and effort, initiation, persistence, cognitive processing, and impact of consequences of ten lead student to improve the performance To sum up, the study about motivation is often focused on how the human act to reach a goal (attitude), how often the human do the activity and how long the duration is (time), how human has the persistency in maintaining the motivation (persistency), and what is human feeling during the process (the pleasant feeling of something) 4. Social Factors cause Interest and Motivation There are some factors influence interest and motivation, according to Sukardi in Krisnadi (2006 :17) two factors influence the interest are individual factor and social factor. Individual factor is the factors come from the individual itself, such as intelligent; talent, maturity and personality. Social factor is the factors which are caused by social condition, such as the environment, social and economic background and family background. According to Crow&Crow (1973 : 22) the factors that influence interest are : a. The Factor of Inner Urges A stimulus from the outside, which is suitable with the needs of an individual, can raise the individual interest. For example the need of learning can raise a student interest toward the certain subject. b. Emotional Factor The factor relates to the individual feeling toward the individual experience. If an individual experiencing the success in particular subject

it can raise the individual interest in contrast if an individual experiencing the failure, it can reduce the interest. c. The Factor of Social Motive The social factors also have influences in raising the interest; the social factors can be friends, parents, or the society. Friends have an important role in promoting interest to the individual, if they have a particular interest, the individual will possibly have the same interest. Fathoni (1988 :11) also explains that there are some social factors influence interest, they are : dream, teacher role, school facilities, family, friends and mass media. A brief explanation about factors affecting motivation comes from Ormrod (2006 : 424), he explains that there are three factors affecting motivation, namely : a. Ethnic differences The learners have the motivation based on their society. The ethnic background influences their emotion, anxiety, expectation, self-determination and behavior in learning. For the example learners who come from the most ethnic have the high motivation in learning, in contrast learners who come from the minority ethnic may have a high motivation in learning. To sum up it may be the result of the discriminative practices in the society. b. Gender Differences A gender difference has the influence in motivation, for example girls usually are more concerned about doing well in school. They work harder on

assignment, earn higher grades, engage in less self-handicapping, and more often graduate from school (Urdan and Migley 2001, in Ormrod, 2006 : 385). The perspective about the job related to gender can influence the motivation of the learners to choose their interest in learning. The students will consider wether the job is suitable with their gender or not, as an example teacher is usually perceived as a job which is suitable for women. c. Socioeconomic differences Socioeconomic differences have the roles to motivate the student, Wilson and Corbett (2001) in Ormrood (2006 : 385) states that the students who come from the low socioeconomic backgrounds have higher motivation from others, it is because they want to make their family life better than before. In conclusion, there are some factors influence interest and motivation of the students, they are : environment, family background, gender background, and socioeconomic background. C. Conceptual Framework Becoming a professional English teacher is much need nowadays; it needs hard effort to be professional English teacher. The effort is much influenced by internal factors which are interest and motivation. Interest and motivation to be English teacher are the important factors for the PBI students to have the effort to be a good and professional English teacher; therefore it needs to know the level of interest and motivation category of PBI UAD students. After knowing the level of interests and motivation of PBI UAD students it also need s to know the social factors leading to their interests and motivation.

CHAPTER III RESEARCH METHOD

This chapter presents the sequential procedure of this research. There are several interconnected parts that build research method. This parts are research type, population, sample, and sample technique, data collecting technique, research instrument, and data analyzing technique A. Research Type

Arikunto (2010 : 2) explains there are three types of research, namely descriptive, experiment, and action research. Descriptive comes from the word describe which means to draw or to explain something, such as phenomenon, condition, situation event and etc. Experiment can be defined as a research which examined the causality; then action research is a research in which the researcher does a continuous action to achieve the maximal result. Arikunto (2010 : 3) continues that there four types of descriptive research, namely pure descriptive or survey, correlational study, comparison study, and trace study. Pure descriptive is a descriptive research which is only examined the data in the field research; correlational study is a research to know the causality toward the data. The comparison study is to compare the data between two condition, and trace study is to observe the past.The type of this research was pure descriptive because this research was only aimed to describe the students interest, motivation to be English teacher and the social factors leading to their interest and motivation. Bogdan and Biklen (1982) in Sugiyono (2011 : 13) the characteristic of qualitative research is that the data are in the forms of word or picture rather than number; on the other hand, quantitative research the data are in numbers. Sugiyono (2011 : 15) also explains the instruments of quantitative research are standard test and questionnaire, yet the instruments of qualitative research are human instrument, notes, tape recorder, camera, and etc. The methodology used by researcher was quantitative, because in getting the data the researcher used questionnaire and the data are in numbers. This research involved three variables

that would be described, namely students interest, students motivation and the social factors leading to their interest and motivation. B. Population, Sample and Sampling Technique 1. Population Arikunto ( 2010 : 173) states that population is all of the research subjects. The population of this research was the students of English Education Department of Ahmad Dahlan University in the academic year 2011/2012. Based on the data from the office management of faculty (TU) the numbers of PBI students in the academic year 2011/2012 are 1486 students. 2. Sample and Sampling Technique Arikunto (2010 : 174) explains that sample is the representation of the population that will be examined by the researcher, in this research the researcher used proportional sample. The technique of this research was proportional simple random sampling technique. Proportional simple random sampling is a technique sampling random from each sub population. The formulation is explained by Yamane Yamane (1973) in Riduwan (2005 :249), by significance 95% and sampling error 5 % = Explanation: n = the number of sample N = Population 2+1

d = decision of degree 5% Based on the formulation above, the sample was determined as follow: = 1486 . 0.05
1486
2+ 1

= 355,9 ( is rounded to 356 )

The sample used was proportional sample, to allocate the sample for each grade, the formulation is: = Explanation : = The sample in the first proportion = The first population N = Total Population n = The sample used in the research The sample in this research can be determined as follow Table 1 The Distribution of Sample NO Grade First Population 377 503 347 259 Total = 1486 The formulation
377

The number of sample ( ) 90 121 83 62 Total = 356

1 2 3 4

2008 2009 2010 2011

= 1486 .356= 90,3 = 1486 .356= 120,5 = 1486 .356= 83,1 = 1486 .356= 62,0
259 347 503

C. Data Collecting Technique Data collecting technique is a way to collect the data research. The data collecting technique used in this research was questionnaire. According to Arikunto (2010 : 194) questionnare is number of questions or statements which is used to get the information from the respondents. Arikunto (2010 :195) explains that there are two method of questionnaire open-questionnaire and close questionnaire. Open questionnaire is a questionnaire in which the respondent can answer the question by their selves; in contrast closed-questionnaire is a questionnaire in which the respondents choose the answer, because the answer has been provided by the researcher. The questionnaire method in this research was closed-questionnaire. The questionnaire method was used to get the information about the students interest, the students motivation to be English teacher and the social background leading to their interest and motivation. D. Research Instrument Sugiyono (2009 : 148) says that instrument is a tool which is used to measure the observed nature and social phenomenon. The research instrument in this research was closed- questionnaire. The questionnaire used modification of Likert scales which were SS (Very Agree) with score 4, S (Agree) with score 3, TS (Disagree) with score 2, and STS (Very Disagree) with score 1. Based on the definitions of each variable the researcher determined the indicator of each variable and made the formulation of the questionnaire as follow:

Table 2 Instrument of each variable No Variable Indikator No Butir Penelitian 1. The interest to be a.The information 1,2,3,4,5,6 English teacher about English teacher profession Jumlah

b. The Tendency 7,8,9,10 and Pleasant Feeling toward English Teacher Profession c. Paying more 11,12,13,14,15,16 Attention toward English Teacher Profession d. Ambition and 17,18,19,20 Will to be English teacher 2. The students a.Effort of the 21,22,23,24,25,26, motivation to be Individual in 27,28,29,30 English teacher learning process b. The intensity of 31,32,33,34,35,36 learning activity c. The individual 37,38,39,40 competency during the learning process Social Factors in Social Environment 41,42,43,44,45,46 interest and family background 47,48,49 motivation gender background 50,51 Socioeconomic background. 52,53,54

3.

1. Validity of the Instrument Validity test is used to get the certainty of the item question. Sugiyono (2009 : 121) explains that an instrument can be said as a valid

instrument if the instrument can measure what should be measured. There are two kinds of validity, namely internal validity and external validity. Sugiyono (2011 :123) explains that internal validity is used when the instrument is improved from the relevance theory, in contrast external validity is used when the instrument is improved from the empirical or experienced facts. Based on the explanation above this research used internal validity. Sugiyono (2011 : 123) continues that internal validity should have construct validity and content validity. Tjahjono (2009 :17) defines that construct validity is used to measure based on the theory how the test is designed then the test is consulted to the expert, on the other hand content validity is validity that shows a concept that had been drawn. To try out the instrument by using construct validity, the instrument of this research is consulted to the thesis consultant then the instrument was tried out to the object outside of the sample by using item validity. Arikunto (2009 :76) explains that item validity measures each item of the instrument, an item can be said as a valid item if the item score has the correlation with the total score, therefore it used product moment correlation formula as follows : = Explanation : = Correlation index of r Product Moment N = Number of cases
2 2 2 2

 = Multiplying between X score and Y score = Total X score = Total Y score (Sudijono, 2011 : 206) 2. Reliability of The Instrument Arikunto (2010 : 221) states that reliability points to a definition that an instrument is reliable to be used as a tool to collect the data because the instrument is good. To try out the reliability of the instrument the researcher used Cronbach Alpha technique. It was because the instrument form of this research, formed the interval data in which the evaluation score of item questionnaire were among 1-4. The formulation of Cronbach Alpha technique as follow : 11 = Explanation 11 = instrument reliability = the number of item question
2 = the number of item variants 1

2 2

2 = total variants E. Data Analyzing Technique To describe the students interest and motivation to be English teacher, the researcher used descriptive analysis and to describe the social factor leading to

their interest and motivation to be English teacher the researcher used percentage of each factor.
1. Mean

Mean is used to find out the average score. It is the most efficient measurement of central tendency or most frequently used to measure the central tendency in statistic test = Explanation : = Mean Score = the multiplication between midpoint and the frequency = number of cases Sudjiono (2011 :81)
2. Standard Deviation

Standard deviation shows the spread of score deviated from mean. The formulation is : 2

= Explanation : SD = Standard Deviation 2 =the numbers of deviation N = the number of cases

3. The Categorization of Students Interest and Motivation

To know the level of the students interest and motivation, the researcher limited and categorized the score and the variable by referring to the normal distribution by using ideal mean and ideal standard deviation The ideal mean was determined by multiplying a half of the maximum score plus the minimum score possibly while the ideal standard deviation is multiplying one sixth-of the maximum score plus the minimum score possibly. Scale 1.5 0.5 -0.5 -1.5 -1.5 Scale Number M+ 1.5 (SD) M+0.5 (SD) M-0.5 (SD) M-1.5 (SD) <M-1.5 (SD) Category Very High High Fair Low Very Low

4. Percentage

To know the social factors leading to students interest and motivation to be English teacher the researcher used percentage of each factor. There are four factors leading to students interest and motivation namely social environment, family background, gender background, and

socioeconomic background. The formula of percentage was determined as follow : P = x 100% Explanation: P = Percentage F = Mean total of each factor N = Mean total of all factors

CHAPTER IV RESEARCH FINDING AND DISCUSSION

Before the data was collected, the instrument was tried out to the 30 PBI Students out of the population. The result of instrument tried out is presented in this chapter by showing the validity and reliability of the instrument. After the data of this research has been collected and analyzed, the presentation of the data result analysis is in this chapter. This chapter presents the descriptive analysis of students interest and motivation to be English teacher and the analysis of social factors leading to their interest and motivation to be English teacher. The variables of this research are students interest to be English teacher, students motivation to

be English teacher, and social factors leading to their interest and motivation to be English teacher. The ideal mean and the ideal standard deviation (SD) of students score are mainly discussed in this part. The calculation is calculated by the computer program on SPSS and it is presented in appendix. A. Validity of the Instrument To know the validity of the instrument the researcher used item analysis by using correlation product moment formula. From the 2 0 items of students interest instrument it was found 4 invalid items, from the 20 items of students motivation instrument it was found 7 invalid items, and from the 25 items of social factors instrument it was found 8 invalid items. The criterion of valid item by using correlation product moment is r table = 0,361, the item can be said as invalid item when the item score is under 0,361. From the students interest instrument it was found that the invalid items were item number 3 by r table 0.040, 7 by r table 0.269,14 by r table 0.324, and16 by r table 0.312, and then there were still 16 valid items to measure the students interest. The students motivation instrument showed that the invalid items werre item number 23 by r table 0.118, 31 by r table 0.169, 33 by r table 0.150, 34 by r table 0.027, 36 by r table 0.324, 38 by r table 0.118, and 39 by r table 0.175, so that there were still 13 valid items to measure the students motivation to be English teacher. The invalid items of social factors leading t o students interest and motivation were 9 invalid items, the numbers were 42 by r table 0.198, 43 by r table 0.229, 44 by r table 0.229, 46 by r table 0.295, 47 by r table 0.142, 49 by r

table 0.142, 50 by r table 0,345, 52 by r table 0.306, and 53 by r table 0.3, there were still 6 valid items from social factors instrument. Based on the analysis above total the invalid items from 55 items were 19 items, 4 invalid items from students interest instrument, 7 invalid items from students motivation instrument, and 8 invalid items from social factor instrument. In summary total of the item instrument were 36 items, 16 items for students interest, 13 items for students motivation and 7 items for the social factors. The invalid items in this research were eliminated; therefore the researcher only used the valid items to collect the data. B. Reliability of the Instrument To measure the reliability of the instrument, the researcher used Cronbachs Alpha, the criterion is the score of Crobanchs Alpha is more tha n 0.6. In measuring the reliability only the valid items were measured. The result of the calculation showed that all the items are reliable. The result of alpha score wass 0.931 it meant that the instrument were very reliable. The further explanation to know the reliability of each item can be seen from the appendix. C. Data Description In this research, the researcher would like to reveal the level of students interest and motivation to be English teacher. The level of students interest and motivation to be English teacher was interpreted based on the ideal mean and ideal standard deviation (SD) score obtained by the PBI students. After knowing the ideal mean and ideal SD score, the researcher calculated the categorization of

each variable then the researcher classified the mean score of each variable. The categorizations were classified into five levels, namely very high, high, fair, poor, and very poor. To analyze the social factors leading to their interest and motivation, it was seen from the most dominant social factors. The data description was classified into three parts; the description of students interest, the description of students motivation, and the social factors leading to their interest and motivation. 1. The Students Interest to be English teacher The result of the ideal mean and the ideal SD of students interest were in the table below: Table 3 Ideal Mean and Ideal Standard Deviation Minimum Score 16 Maximum Score 64 Mean Ideal Mean (M) 40 SD Ideal SD (SD) 13.3 N

49.52

5.7

16

Minimum score could be determined by multiplying N and the lowest score possibly, while the maximum score could be determined by multiplying N and the highest score possibly. The research used modification Likert scale by the rank 1-4, the lowest score possibly was 1 and the highest score possibly was 4, therefore it was gained the minimum score was 16 and the maximum score was 64. Ideal mean can be determined by multiplying a half of maximum score plus the minimum score, the result score of ideal mean was 40, while the ideal

standard deviation could be determined by multiplying one-sixth of maximum score plus minimum score, the result score of standard deviation was 13.3. After knowing the ideal mean and ideal standar deviation the categorization level of students interest was calculated. The formula of categorization could be calculated from the Ideal Mean (M) and Ideal Standard Deviation (SD), the calculation can be shown in the table below : Scale 1.5 0.5 -0.5 -1.5 -1.5 Scale Number M+ 1.5 (SD) - Maximum score M+0.5 (SD) - < M+ 1.5 (SD) M-0.5 (SD) - < M + 0.5 (SD) M-1.5 (SD) - < M-0.5 (SD) Minimum score- < M-1.5 (SD) Category Very High High Fair Low Very Low

After the calculation of ideal mean and ideal standard deviation, the categorization as follow : Table 4 Categorization Level of Students Interest Interval 59,95 - 64 46.65 < 59.95 33.35 < 46.65 20.05 < 33.35 16 < 20.05 Category Very High High Fair Poor Very Poor

From the calculation that had been done, the result of mean score from the students interest instrument was 49.52. It means that the category of PBI UAD students interest to be English teacher is in the high category. The specification category of each grades were the 2011 students had the mean score 52.5 it meant that most of the 2011 students had high interest to be English teacher. The 2010 students had the mean score 49.1 so that they were also in high category. The mean score of 2009 students was 49.3 and they were in the high category. The lowest mean score came from 2008 students, although they were also in high category. The mean score of 2008 students was 48.3, on the other hand the highest mean score came from 2011 students with the score 52.5. The summary of the specification can be seen in the table below : Table 5 Specification Level of Students Interest Grade 2011 2010 2009 2008 Mean Score 52.5 49.1 49.3 48.3 Level High High High High

Interest is constructed from some indicators namely; the information about English teacher profession, the tendency and pleasant feeling to be English teacher, paying more attention toward English teacher profession, and the will and ambition to be English teacher. Each indicator has contributed to construct the interest. The contribution of each indicator could be known from the mean score

and it was converted to the percentage. The calculation results for the information about English teacher profession was 3.21, the tendency and pleasant feeling to be English teacher was 3.09, paying more attention toward English teacher profession was 3.04, and the will and ambition to be English teacher was 3.0. Based on the result it was known that the highest mean score was information about English teacher by mean score 3.21. The percentage could be calculated from the total mean score of each indicator divided the total mean of interest which was 49. 52 and it was multiplied with 100 %, the formula can be seen as follow :

x 100 %

To know the contribution of each indicator can be seen from the picture below : Chart 1 : The Distribution of The Indicators of Students Interest

Will and ambition 24.26%

Information 32.41%

Attention 24.56% Tendency and pleasant feeling 18.76%

Based on the picture above, the information about English teacher profession has the highest contribution to construct the interest, then attention also give the highest contribution after the information. After the information and

attention the ambition gave the contribution and the last tendency and pleasant feeling also gave the contribution to construct interest. The students build their interest from the information about English teacher from many sources. In the instrument there were four information sources; family, lecturer, mass media, and society. Based on the analysis of the information sources, the society had the highest role in informing the students about the English teacher by the mean score 3.41 converted to the percentage 26.64 % then; mass media gave the second role in informing the students about English teacher after the society by the mean score 3.235 converted to percentage 25.25 %. The lecturers had the mean score 3.09, it meant lecturers contributed 24.41% and the family had the mean score 3.07 and contributed 23.96 %. After the students gained the information, they begin to pay more attention toward English teacher profession. The analysis result showed that most of the students thought that becoming an English teacher can make them give the contribution for the country. The information from the mass media about the development of English and English teacher in the world could be one of the factors in contributing the perception that becoming of English teacher can make them giving the contribution for the country; therefore they started to pay more attention toward English teacher profession. The information about English teacher profession and their attention toward English teacher profession made them having will and ambition to be English teacher. It was proved by the analysis which showed the result of the instrument that after students gained the information and pay more attention

toward English teacher profession, they observed the advantages of becoming English teacher. After they observed the advantages, they wanted to be English teacher, yet the analysis result also showed that only few students that have a dream to be English teacher. It means that most of the students want to be English teacher only because of the condition, in this case the parents or the society. The last indicator is tendency and pleasant feeling to be English teacher. English teacher will make the life better was the first reason why they were interested to be English teacher by the percentage 35%. Most of the students thought that teaching English is the challenge for them, therefore they wanted to be English teacher, the percentage of this reason was 32.89% and the last reason was they thought that English teacher is more interesting than becoming teacher another lesson by the percentage 32.07%. To conclude, the students interest to be English teacher was constructed by four indicators. First, the information about English teacher profession which were gained from some sources, after they have the information they started to pay more attention toward English teacher profession and they observed the advantages of becoming English teacher profession, so that they had a will and ambition to be English teacher. After all of the process, the last indicator was tendency and pleasant feeling to be English teacher, most of them believed that English teacher profession will bring them to the better future, so that they had the high interest to be English teacher.

2. The Students Motivation to be English Teacher The result of the ideal mean and the ideal SD of students motivation was in the table below: Table 6 Ideal Mean and Ideal Standard Deviation Minimum Score 13 Maximum Score 52 Mean Ideal Mean (M) 32.5 SD Ideal SD (SD) 10.83 N

39.5

4.67

13

Minimum score could be determined by multiplying N and the lowest score possibly, while the maximum score could be determined by multiplying N and the highest score possibly. The research used modification Likert scale by the rank 14, the lowest score possibly was 1 and the highest score possibly was 4, therefore it was gained the minimum score was 13 and the maximum score was 52. Ideal mean could be determined by multiplying a half of maximum score plus the minimum score, the result score of ideal mean was 32.5, while the ideal standard deviation could be determined by multiplying one-sixth of maximum score plus minimum score, the result score of standard deviation was 10.83. After knowing the ideal mean and ideal standar deviation the categorization level of students interest was calculated. The formula of categorization could be calculated from the Ideal Mean (M) and Ideal Standard Deviation (SD), the calculation was in the table below : Scale Scale Number Category

1.5 0.5 -0.5 -1.5 -1.5

M+ 1.5 (SD) - Maximum score M+0.5 (SD) - < M + 1.5 (SD) M-0.5 (SD) - < M + 0.5 (SD) M-1.5 (SD) - < M-0.5 (SD) Minimum score- < M-1.5 (SD)

Very High High Fair Low Very Low

After the calculation of ideal mean and ideal standard deviation, the categorization as follow : Table 7 Categorization Level of Students Motivation Interval 48.75 52 37.96 < 48.75 27.09 < 37.96 16.23 < 27.09 13 < 16.23 Category Very High High Fair Poor Very Poor

Based on the calculation the mean score of PBI UAD students motivation to be English teacher was 39.5 which meant the category of students motivation to be English teacher was in the high category. The specification of the motivation of each grade was 2011 students were in the high category, because the mean score was 41.9. The 2010 students was also in the high category with the mean score 39.1, then the 2009 students had the mean score 39.3 and they were also in the high category. The 2008 students had the mean score 39 and they were in the

high category. The highest score came from 2011 students with the mean score 41.2 and the summary of the specification was in table below :

Table 8 Specification Level of Students Motivation Grade 2011 2010 2009 2008 Mean Score 41.2 39.1 39.3 39 Level High High High High

To know the motivation of the students, the researcher used three indicators; individual effort during the learning process, the intensity of learning process, and the individual competency during the learning process. To know the contribution of each indicator, the researcher used mean score of each indicator and it was converted to the percentage. The percentage could be calculated from the total mean score of each indicators divided the total mean of interest which was 39.5 and it is multiplied with 100 %, the formula can be seen as follow :

x 100 %

Individual effort had the highest mean score which was 3.06, intensity of learning had the mean score 3.03, and individual competency during the learning process had the mean score 2.96. The analysis result of each indicator can be seen from the picture below :

Chart 3 : The Distribution of The Indicators of Students Motivation

Competency 15.03%

Intensity of Learning 15.33% Effort 69.7%

Based on the picture above, students effort had the highest score in constructing students motivation. There were some indicators that describe effort and it was drawn in 9 item questions, they were effort in physically performance, effort in competency, effort during the learning process. Based on the analysis result it showed that effort in competency was in the first rank in constructing effort. Most of the students agreed that improving their skill, especially in speaking, was the best effort to be a good English teacher. The second rank was effort during learning process, they believed that study hard during the learning process in classroom will lead them to be a good English teacher. The analysis result also showed that only few students agreed that physically performance such as wear the clothes like a teacher could be the effort to be English teacher. The analysis results showed that most of the students thought that the learning process in the classroom with the lecturer gave much contribution in transforming the knowledge to be a good English teacher. Most of the students also satisfied with their competency during the learning process. Based on the explanation above, it can be concluded that students motivation emphasized the

students effort, intensity of the learning process, and the individual feeling during the competency. The students interest and motivation had been analyzed, based on the result there are relationship between interest and motivation, the students who have high score in interest they also have high score in motivation. Generally PBI UAD students were in the high category of interest, it balanced with their motivation which was also in the high category. The detail result can be seen from the table as follow : Table 9 The Comparison Between Interest and Motivation Grade 2011 2010 2009 2008 Interest 52.5 49.1 49.3 48.3 Motivation 41.2 39.1 39.3 39

The 2011 students had the highest score in interest and they also had the highest score in motivation. Based on the theory that comes from Brown (2008 : 188) intrinsic motivation can fill the personal interest, when the students have the high interest toward an object it can arouse and lead them to know more and to implement the object, the arousal is motivation. After they have high interest they will have high motivation in order to fill their interest. 3. Social Factors Leading to Students Interest and Motivation There are four social factors leading to their interest and motivation which are social environment, family, gender, and socio-economic backgrounds. To

know the contribution of each factor leading to the students interest and motivation, the researcher used percentage formula which are the total mean score of each indicator divided total mean score of all indicators multiplied 100%. The mean score of social factors leading to students interest and motivation was 17.4. The mean score of social environment was 2.40 it meant the percentage of social environment was 27.49%, the mean score of family was 2.36 with the percentage 27.07%, gender had the mean score 3.03 with the percentage 17.34%, and the last socio-economic had the mean score 2.45 with the percentage 28.08%. From the calculation, it showed that the highest mean score was gender, yet gender had the lowest contribution 17.34%, it was because gender indicator only has one item, on the other hand family, social environment and socioeconomic have two item questions therefore the mean score of gender higher than other. To calculate the contribution the researcher used total mean score the calculation showed that total mean score of social environment was 4.803, total mean score of family was 4.73, total mean score of gender was 3.03 and total mean of socioeconomic was 4.9. The summary of analysis result can be seen in the picture below :

Chart 3 : The Distribution of Social Factors

Socioeconomic 28,08%

Social environment 27.49%

Gender 17,34%

Family 27.07%

Based on the picture, it was found that social environment contributed 27.49%, family backgrounds contributed 27.07%, gender backgrounds

contributed 17.34%, and socio-economic 28.08%. Socio-economic background gave much influence toward the students interest and motivation to be English teacher. There were two elements in constructing the question, first the perception about socio-economic from the students itself and the perception from the society. Most of the students believed that English teacher profession will make them having enough salary by the percentage 49.3% ; yet the society perception contributed more than students perception by the percentages 50.66%. The society perceives that English teacher profession will make people have a change in economic conditions. The second position in influencing students interest and motivation to be English teacher was social environment. There were two elements in social environment, namely society and friends. The analysis result showed that most of the students were more influenced by the society than friends in building the

interest and motivation; it was proved by the mean score of society influence was 54.2% and the percentage of friends influence was 45.8%. Most of the students come from the society in which teacher becoming one of the popular professions; therefore they had the good perception toward teacher profession. The society perception will be the information for the students about English teacher profession. Based on the theory of interest, the interest starts from the information and perception, the good perception and information will make the students have much tendency toward English teacher profession. Another social environment is friends of the students; based on the analysis result friends influence did not give much influence toward the students in arising students interest and motivation. Family backgrounds influenced 27.07% toward the arising of students interest and motivation. Most of the students had the high interest and motivation to be English teacher, because most of their families are teachers. It was proved by the percentage from the question about the family background had the percentage 52.1%, yet another family background which are not teacherbackground contributed 47.8%. The family can be their parents, uncle, aunty, or another family member. The last indicator was gender background, almost all of the students agreed that English teacher profession is suitable for male and female. Based on the explanation above it was conclude that society and family have the high contribution in constructing students interest and motivation. The society had a good perception toward English teacher profession both in the prospect and economic, therefore it constructed students interest and motivation.

Family backgrounds also contributes students interest and motivation, family with majorities profession is teacher, will give the paradigm about English teacher profession in which will influence the students in constructing students interest and motivation to be English teacher.

CHAPTER V CONCLUSION AND SUGGESTION

This chapter presents the conclusion and suggestion of this research based on the research findings. The conclusion is about the conclusion of the students interest

to be English teacher, the students motivation to be English teacher, and the social factors leading to their interest and motivation. The suggestion is suggested for the students and the lecturers. A. Conclusion The conclusions are based on the research findings and analysis result. It is divided into three parts, first the conclusion of students interest to be English teacher, the second is the conclusion of students motivation to be English teacher, and the third is social factors leading to their interest and motivation. 1. Students Interest to be English Teacher Based on the analysis result, the students interest to be English were in the high category with the mean score 49.52. The highest interest came from the 2011 students with the mean score 52.5 which meant high, and the lowest interest came from the 2008 students with the mean score 48.3. From the four indicators, the highest contribution in construct ing students interest was information with the percentage 32.41%. 2. Students Motivation to be English Teacher The result showed that the students motivations to be English teacher were in the high category with the mean score 39.5. The highest score of motivation came from the 2011 students with the mean score 41.2. The motivation could be seen from the students effort which contributed 69.7% in constructing students motivation.

3. Social Factors Leading to Their Interest and Motivation Based on the theory there are four social factors leading to their interest and motivation, namely social environment backgrounds, family backgrounds, gender backgrounds and socioeconomic backgrounds. The result showed that social environment and socio-economic backgrounds gave much contribution in arising the students interest and motivation with the percentage social environments 27.49% and socio-economic 28.08%. On the other hand family background gave the contribution with the percentage 27.07%, the gender background gave the contribution with the percentage 17.34%. B. Suggestion The suggestions are suggested to the PBI Students and the lecturers of the PBI students. 1. For the Students The result of this research can be the reflection for the students to know the important of interest and motivation during their learning process. By having very high motivation the students will have the best effort to achieve the best achievement during the learning process, therefore the students will have success in becoming professional and qualified English teacher. The students should have the effort to increase their interest and motivation from the high category into very high category. The students also should increase their intensity of learning not only in the classroom but also outside the class in order to have many experiences in teaching English. By having many experience the students will get more information about

English teacher profession and it is expected can arise the students interest to be English teacher, besides having many experiences will be an effort for the students to improve their ability in English therefore they are more motivated to be English teacher. 2. For the Lecturer By knowing the result of this research the lecturer should have some efforts to increase the students interest and motivation. The efforts can be the information of English teacher profession and the class activity which increases the students interest and motivation, therefore the students will have very high interest and motivation to be English teacher. 3. For Other Researcher The analysis result can be one of the references for the suitable research. It also can be the first step to do the further analysis about PBI students, in order to improving students competency to be English teacher. The other researcher can analyze more about the internal and external factor influencing students interest and motivation. It can be conducted not only from the questionnaire but also from the observation, interviewing, experiment, and also class action research for the PBI students.

BIBLIOGRAPHY Arikunto, S . 2010. Prosedur Penelitian suatu pendekatan Praktek Edisi Revisi. Jakarta: Rineka Cipta Brown, Douglas. 2008. Prinsip pembelajaran Bahasa. Pearson Education : American Crow, Crow. 1973. An Out Line of General Psychology . Lithfe Field Adam and Co: New York __________ . 1998. Educational Psychology. American Book Company : New York Fathoni, Totok . 1988. Ilmu Pendidikan. Bandung : PT. Remaja Rosdakarya Imron, Ali. 1995. Pembinaan Guru Di Indonesia. Jakarta : PT. Dunia Pustaka Jaya Makmun, Abin Syamsudin.2005. Psikologi Kependidikan:Perangkat Sistem Modul. Bandung : PT Remaja Rosda Karya Nurkancana,Wayan&P.P.N. Sunartana, 1992. Evaluasi Hasil Belajar. Surabaya: Usaha Nasional Putra

Ormrod, Jeanne Ellis. 2006. Educational Psychology, developing learner fifth edition. New Jersey : Pearson Education Oxford English Dictionary fourth edition. 2011. Oxford :Oxford University Press Patel, M.F and Praven M. Jain 2008. English Language Teaching (Methods, Tools & Techniques). Jaipur: Sunrise Publishers & Distributors Ur, Penny. 2010. Methodology in Language Teaching, An Anthology of Current Practice e-book. Cambridge: Cambridge University Press Rachman, Abror Abd. 1993. Psikologi Pendidikan. Jakarta : PT Tiara Wacana. Riduwan, 2011. Dasar-Dasar Statistika. Bandung: Alfabeta Sanjaya, Wina. 2005. Pembelajaran Dalam Implementasi Kurikulum Berbasis Kompetensi Cetakan Ke-2. Jakarta : Kencana Penada Media Grup Sudjana. 2005. Metode Statistika. Bandung: Tarsito.

Sudjiono, Anas.2011. Pengantar Statistika Pendidikan. Jakarta : PT. Rajagrafindo Persada Sugiyono. 2009. Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta _______, 2011. Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung : Alfabeta Susilo, Joko. 2010. Pemberontakan Guru. Yogyakarta : Pustaka Pelajar

Whitty, Gheof. 2006. Teacher Professionalism in a New Era a Journal. London : Institute of Education, University of London Witherington. (1999). Psikologi Pendidikan. Jakarta : Rineka Cipta Winkel, MS. 1996. Psikologi Pendidikan dan Evaluasi Belajar. Jakarta : PT. Gramedia Woolfolk, Anita. 2009. Educational Psychology, Active Learning Edition edisi kesepuluh. Yogyakarta : Pustaka Pelajar Electronic source : http://www.balitbang.depdiknas.go.id/?p=289 downloaded the 8th of May 2012, 11:34:03 http://zulmasri.wordpress.com/2011/05/08/jam-wajib-mengajar-guru-mulai-tahunpelajaran-20112012/ downloaded the 8th of May 2012, 11:21:07

http://students.ed.uiuc.edu/vallicel/philo_std.html downloaded the 9th of May 2012, 16:20:24 Arthur E. Vallicelli. The Role of Teacher Professionalism in Education . Philosophy and Standards essay. http://nyalanilmu.blogspot.com/2012/05/contoh-ptk-mengenalkan-bahasainggris.html/ downloaded the 29th of June 2012. 11 : 04. Wahyu Kusuma Dewi.Penerapan Metode Natural Approach untuk mengenalkan Bahasa Inggris dalam Meminta dan Memberi Informasi tentang Identitas Diri pada Anak TK Kelompok B

No 1. Saya banyak mendengar dari dosen saya bahwa menjadi guru Bahasa Inggris sangat menyenangkan 2. Berdasarkan artikel dan jurnal penelitian bahasa Inggris yang saya baca, guru bahasa Inggris merupakan profesi yang menarik 3 Menurut banyak orang profesi guru Bahasa Inggris merupakan profesi yang sangat dibutuhkan saat ini 4 Berdasarkan artikel yang saya baca guru Bahasa Inggris memiliki prospek yang sangat bagus di masa depan. 5 Keluarga saya banyak memberikan pandangan mengenai prospek menjadi guru Bahasa Inggris di masa depan 6 Saya merasa menjadi guru bahasa Inggris akan mengarahkan saya pada tujuan yang lebih baik 7 Profesi guru bahasa Inggris merupakan profesi yang sangat menyenangkan dibandingkan dengan profesi guru mata pelajaran lain 8 Saya tertarik dengan profesi guru bahasa Inggris karena sangat menantang 9 Rendahnya kualitas guru bahasa Inggris di Indonesia membuat saya semakin berminat untuk menjadi guru bahasa Inggris 10 Dengan menjadi guru bahasa Inggris saya juga ikut berkontribusi dalam mencerdaskan bangsa 11 Melalui profesi guru Bahasa Inggris saya ingin menunjukkan bahwa bahasa Inggris itu mudah

SS

TS

STS

12

Saya selalu mengikuti perkembangan berita profesi guru Bahasa Inggris di Indonesia

13

Menjadi guru Bahasa Inggris merupakan citacita saya

14

Jika saya melihat keuntungan menjadi guru bahasa Inggris saya semakin berhasrat menjadi guru Bahasa Inggris

15

Apapun pendapat orang tentang guru BahasaInggris saya tetap ingin menjadi guru Bahasa Inggris

16

Saya memiliki keinginan dan ambisi yang kuat untuk menjadi guru Bahasa Inggris

17

Saya merasa senang bisa kuliah di PBI dan berusaha untuk menjadi guru yang profesional

18

Saya berusaha untuk berpenampilan seperti guru saat kuliah

19

Saya selalu berusaha bertanya kepada dosen tentang bagaimana menjadi guru Bahasa Inggris yang baik

20

Saya mengikuti kuliah dengan sungguhsungguh agar dapat menjadi guru Bahasa Inggris yang baik

21

Meskipun sulit dan banyak hambatan saya tetap ingin menjadi guru bahasa Inggris

22

Saya berusaha memiliki kemampuan Speaking yang baik agar bisa menjadi guru Bahasa Inggris yang profesional.

23

Meskipun saya tidak menyukai bahasa Inggris saya akan berusaha belajar agar dapat menjadi guru bahasa Inggris yang baik

24

Saya memiliki kelemahan dalam mempelajari materi bahasa Inggris, oleh karena itu saya akan terus memperbaiki kelemahan itu agar menajadi guru Bahasa Inggris yang baik

25

Saya belajar membiasakan diri untuk berbicara di depan umumkarena saya ingin menjadi guru Bahasa Inggris

26

Bagi saya waktu perkuliahan merupakan waktu yang sangat berharga dalam memberikan ilmu baru untuk menjadi guru Bahasa Inggris

27

Jumlah pertemuan dalam semester perkuliahan senantiasa memberikan kontribusi untuk peningkatan kemampuan saya menjadi guru

28

Saya merasa semakin hari kemampuan bahasa Inggris saya semakin meningkat

29

Selama saya kuliah, saya semakin yakin dengan kemampuan saya untuk menjadi guru bahasa Inggris

30

Di daerah tempat tinggal saya sebagian besar masyarakatnya menjadi guru

31

Teman-teman saya banyak yang inginmenjadi guru Bahasa Inggris, sehingga saya ingin menjadi guru Bahasa Inggris

32

Hampir sebagian besar keluarga saya adalah guru

33

Saya ingin menjadi guru karena tidak ada yang menjadi guru dalam keluarga saya

34 35

Guru Bahasa Inggris merupakan profesi yang cocok untuk laki-laki dan wanita Saya menjadi guru Bahasa Inggris agar memiliki gaji yang berkecukupan

36

Menurut masyarakat daerah tempat tinggal saya, guru Bahasa Inggris merupakan profesi yang tepat untuk memperbaiki kehidupan perekonomian.

1. The Validity of Students Interest Instrument Item Number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 r score 0,479 0,565 0,040 0,403 0,587 0,490 0,269 0,539 0,456 0,794 0,679 0,500 0,392 0,324 0,471 0,312 0,562 0,400 0,752 0,871 Valid/Invalid Valid Valid Invalid Valid Valid Valid Invalid Valid Valid Valid Valid Valid Valid Invalid Valid Invalid Valid Valid Valid Valid

2. The Validity of Students Motivation Instrument Item Number 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 r score 0,589 0,679 0,118 0,487 0,608 0,695 0,562 0,580 0,510 0,569 0,169 0,780 0,150 0,027 0,372 0,324 0,385 Valid/Invalid Valid Valid Invalid Valid Valid Valid Invalid Valid Valid Valid Invalid Valid Invalid Invalid Valid Invalid Valid

38 39 40

0,118 0,175 0,375

Invalid Invalid Valid

3. The Validity of Social Factors Instrument Item Number 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 r score 0,393 0,198 0,229 0,204 0,445 0,295 0,396 0,413 0,142 0,345 0,396 0,306 0,300 0,475 0,513 Valid/Invalid Valid Invalid Invalid Invalid Valid Invalid Valid Valid Invalid Invalid Valid Invalid Invalid Valid Valid

Reliability of the instrument

Reliability Statistics Cronbach's Alpha Based on Cronbach's Alpha .931 Standardized Items .933 N of Items 36

Reliability of each instrument

Item-Total Statistics Cronbach's Scale Mean if Item Deleted VAR00001 VAR00002 VAR00003 VAR00004 VAR00005 VAR00006 VAR00007 VAR00008 VAR00009 VAR00010 VAR00011 VAR00012 VAR00013 VAR00014 VAR00015 VAR00016 VAR00017 100.3333 100.4333 100.2000 100.3000 100.4333 100.2333 100.5000 100.4333 100.3000 99.9333 100.1000 100.8333 100.6667 100.4667 100.3333 100.4000 100.2000 Scale Variance if Corrected Item- Squared Multiple Item Deleted 178.299 178.116 180.717 177.390 177.633 177.289 176.810 171.564 171.803 178.685 179.679 175.730 172.575 181.154 171.333 167.903 174.786 Total Correlation .451 .569 .306 .483 .406 .492 .461 .787 .661 .427 .413 .446 .572 .325 .757 .895 .573 Correlation . . . . . . . . . . . . . . . . . Alpha if Item Deleted .930 .929 .931 .929 .930 .929 .929 .926 .927 .930 .930 .930 .928 .931 .926 .925 .928

VAR00018 VAR00019 VAR00020 VAR00021 VAR00022 VAR00023 VAR00024 VAR00025 VAR00026 VAR00027 VAR00028 VAR00029 VAR00030 VAR00031 VAR00032 VAR00033 VAR00034 VAR00035 VAR00036

100.6667 100.7000 100.3000 100.5000 100.0333 100.3333 99.9333 100.3000 100.2667 100.3333 100.2333 100.1333 100.6000 101.2000 100.9667 101.2000 100.2333 100.6333 100.8333

171.471 176.079 177.390 172.534 176.654 171.126 176.616 174.907 173.444 180.782 181.220 180.257 177.559 177.131 176.654 178.441 178.116 175.620 176.902

.659 .460 .601 .751 .586 .640 .556 .541 .757 .384 .288 .284 .351 .414 .334 .375 .406 .436 .481

. . . . . . . . . . . . . . . . . . .

.927 .930 .928 .927 .928 .927 .929 .929 .927 .930 .931 .931 .931 .930 .932 .930 .930 .930 .929

A. The analysis result of means score of interest

Statistics VAR0001 N Mean Std. Error of Mean Median Mode Std. Deviation Variance Range Minimum Maximum Sum Percentile 25 s 50 75 Valid Missing 356 0 49.5197 .30219 50.0000 50.00 5.70171 32.509 28.00 36.00 64.00 1.76E4 45.0000 50.0000 53.0000

B. The analysis result of 2011 students mean score of interest

Statistics VAR0001 N Mean Std. Error of Mean Median Mode Std. Deviation Valid Missing 62 0 52.5484 .69053 53.0000 53.00 5.43720

Variance Range Minimum Maximum Sum Percentile 25 s 50 75

29.563 21.00 42.00 63.00 3258.00 49.0000 53.0000 56.2500

C. The analysis result of 2010 students mean score of interest

Statistics VAR0001 N Mean Std. Error of Mean Median Mode Std. Deviation Variance Range Minimum Maximum Sum Percentile 25 s 50 75 Valid Missing 83 0 49.1084 .56596 50.0000 50.00 5.15613 26.586 26.00 37.00 63.00 4076.00 45.0000 50.0000 53.0000

D. The analysis result of 2009 students mean score of interest

Statistics VAR0001 N Mean Std. Error of Mean Median Mode Std. Deviation Variance Range Minimum Maximum Sum Percentile 25 s 50 75 Valid Missing 143 0 49.3007 .48478 49.0000 50.00 5.79708 33.606 28.00 36.00 64.00 7050.00 46.0000 49.0000 53.0000

E. The analysis result of 2008 students mean score of interest

Statistics VAR0001 N Valid Missing 143 0

Mean Std. Error of Mean Median Mode Std. Deviation Variance Range Minimum Maximum Sum Percentile 25 s 50 75

48.3636 .46913 48.0000 49.00 5.61003 31.472 25.00 36.00 61.00 6916.00 45.0000 48.0000 52.0000

Analysis result of the indicator of interest 1. Information Statistics VAR0000 VAR0000 VAR0000 VAR0000 VAR0000 1 2 3 4 5 N Mean Median Mode Std. Deviation Variance Range Minimum Maximum Sum Percentile 25 s 50 75 Valid Missing 356 0 3.0927 3.0000 3.00 .59087 .349 3.00 1.00 4.00 1101.00 3.0000 3.0000 3.0000 356 0 3.1601 3.0000 3.00 .55124 .304 3.00 1.00 4.00 1125.00 3.0000 3.0000 3.0000 356 0 3.4129 3.0000 4.00 .63756 .406 3.00 1.00 4.00 1215.00 3.0000 3.0000 4.0000 356 0 3.3146 3.0000 3.00 .60226 .363 2.00 2.00 4.00 1180.00 3.0000 3.0000 4.0000 356 0 3.0702 3.0000 3.00 .66554 .443 3.00 1.00 4.00 1093.00 3.0000 3.0000 3.0000 total 356 0 16.0506 16.0000 15.00 1.94653 3.789 10.00 10.00 20.00 5714.00 15.0000 16.0000 17.0000

2. Tendency and Pleasant Feeling Statistics VAR0000 VAR0000 VAR0000 6 7 8 N Mean Median Mode Std. Deviation Valid Missing 356 0 3.2556 3.0000 3.00 .54576 356 0 2.9803 3.0000 3.00 .70183 356 0 3.0562 3.0000 3.00 total 356 0 9.2921 9.0000 9.00

.63883 1.40984

Variance Range Minimum Maximum Sum Percentile 25 s 50 75

.298 2.00 2.00 4.00 1159.00 3.0000 3.0000 4.0000

.493 3.00 1.00 4.00 1061.00 3.0000 3.0000 3.0000

.408 3.00 1.00 4.00 3.0000 3.0000

1.988 6.00 6.00 12.00 8.0000 9.0000

1088.00 3308.00

3.0000 10.0000

3. Attention Statistics VAR0000 VAR0001 VAR0001 VAR0001 9 0 1 2 N Mean Median Mode Std. Deviation Variance Range Minimum Maximum Sum Percentile 25 s 50 75 Valid Missing 356 0 3.0618 3.0000 3.00 .68513 .469 3.00 1.00 4.00 1090.00 3.0000 3.0000 4.0000 355 1 3.3380 3.0000 3.00 .53530 .287 2.00 2.00 4.00 1185.00 3.0000 3.0000 4.0000 356 0 3.2079 3.0000 3.00 .61121 .374 3.00 1.00 4.00 1142.00 3.0000 3.0000 4.0000 356 0 total 356 0

2.5646 12.1629 3.0000 12.0000 2.00 .466 3.00 1.00 4.00 12.00 2.520 8.00 8.00 16.00 .68282 1.58741

913.00 4330.00 2.0000 11.0000 3.0000 12.0000 3.0000 13.0000

4. Ambition

Statistics VAR0001 VAR0001 VAR0001 VAR0001 3 4 5 6 N Mean Median Mode Std. Deviation Variance Range Minimum Maximum Sum Percentile 25 s 50 75 Valid Missing 356 0 2.8876 3.0000 3.00 .84837 .720 3.00 1.00 4.00 1028.00 2.0000 3.0000 4.0000 356 0 3.0730 3.0000 3.00 .65885 .434 2.00 2.00 4.00 1094.00 3.0000 3.0000 4.0000 356 0 3.0674 3.0000 3.00 .65517 .429 3.00 1.00 4.00 1092.00 3.0000 3.0000 3.0000 356 0 total 356 0

2.9860 12.0140 3.0000 12.0000 3.00 .521 3.00 1.00 4.00 12.00 5.405 10.00 6.00 16.00 .72175 2.32496

1063.00 4277.00 3.0000 10.2500 3.0000 12.0000 3.0000 14.0000

A. The analysis result of means score of motivation Statistics VAR0000 1 N Mean Std. Error of Mean Median Mode Std. Deviation Variance Range Minimum Maximum Sum Percentile 25 s 50 75 Valid Missing 356 0 39.5281 .24797 39.0000 38.00 4.67861 21.889 24.00 28.00 52.00 1.41E4 36.0000 39.0000 42.0000

B. The analysis result of 2011 students mean score of motivation

Statistics VAR0000 1 N Mean Std. Error of Mean Median Mode Std. Deviation Variance Valid Missing 62 0 41.1935 .57299 41.0000 38.00 4.51169 20.355

Range Minimum Maximum Sum Percentile 25 s 50 75

18.00 34.00 52.00 2554.00 38.0000 41.0000 44.0000

C. The analysis result of 2010 students mean score of motivation Statistics VAR0000 1 N Mean Std. Error of Mean Median Mode Std. Deviation Variance Range Minimum Maximum Sum Percentile 25 s 50 75 Valid Missing 83 0 39.1205 .40941 39.0000 36.00 3.72990 13.912 19.00 28.00 47.00 3247.00 36.0000 39.0000 42.0000

D. The analysis result of 2009 students mean score of motivation

Statistics

VAR0000 1 N Mean Std. Error of Mean Median Mode Std. Deviation Variance Range Minimum Maximum Sum Percentile 25 s 50 75 Valid Missing 121 0 39.3471 .42619 39.0000 38.00 4.68812 21.979 24.00 28.00 52.00 4761.00 36.0000 39.0000 42.0000

E. The analysis result of 2008 students mean score of motivation Statistics VAR0000 1 N Mean Std. Error of Mean Median Mode Std. Deviation Variance Range Minimum Valid Missing 90 0 39.0000 .56268 39.0000 39.00 5.33801 28.494 23.00 28.00

Maximum Sum Percentile 25 s 50 75

51.00 3510.00 35.0000 39.0000 42.0000

Analysis result of Social Factors 1. Mean Score of Social Factor Statistics SF N Mean Median Mode Std. Deviation Variance Range Minimum Maximum Sum Percentile 25 s 50 75 Valid Missing 356 0 17.4719 17.0000 17.00 3.15010 9.923 20.00 8.00 28.00 6220.00 15.0000 17.0000 19.0000

2. Social Environment

Statistics

VAR0003 VAR0003 0 1 N Mean Median Mode Std. Deviation Variance Range Minimum Maximum Sum Percentile 25 s 50 75 Valid Missing 356 0 2.5758 3.0000 2.00 .84078 .707 3.00 1.00 4.00 917.00 2.0000 3.0000 3.0000 356 0 2.2275 2.0000 2.00 .588 3.00 1.00 4.00 2.0000 2.0000 3.0000

total 356 0 4.8034 5.0000 4.00 1.646 6.00 2.00 8.00 4.0000 5.0000 6.0000

.76650 1.28286

793.00 1710.00

3. Family Background

Statistics VAR0003 VAR0003 2 3 N Mean Median Mode Std. Deviation Variance Range Minimum Valid Missing 356 0 2.4663 2.0000 2.00 .94734 .897 3.00 1.00 356 0 2.2640 2.0000 2.00 .860 3.00 1.00 total 356 0 4.7303 5.0000 5.00 1.369 6.00 2.00

.92718 1.17018

Maximum Sum Percentile 25 s 50 75

4.00 878.00 2.0000 2.0000 3.0000

4.00 2.0000 2.0000 3.0000

8.00 4.0000 5.0000 5.0000

806.00 1684.00

4. Gender

Statistics VAR0003 4 N Mean Median Mode Std. Deviation Variance Range Minimum Maximum Sum Percentile 25 s 50 75 Valid Missing 356 0 3.0309 3.0000 3.00 .70543 .498 2.00 2.00 4.00 1079.00 3.0000 3.0000 4.0000

5. Socio-economic Background

Statistics VAR0003 VAR0003 5 6 N Mean Median Mode Std. Deviation Variance Range Minimum Maximum Sum Percentile 25 s 50 75 Valid Missing 356 0 2.4213 2.0000 2.00 .80281 .645 3.00 1.00 4.00 862.00 2.0000 2.0000 3.0000 356 0 2.4860 2.0000 2.00 .673 3.00 1.00 4.00 2.0000 2.0000 3.0000 total 356 0 4.9073 5.0000 4.00 2.051 6.00 2.00 8.00 4.0000 5.0000 6.0000

.82039 1.43197

885.00 1747.00