The Impacts of Aptitude and Motivation Toward The Performance of EFL Learners in SMP Negeri 1 Gianyar [PDF]

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THE IMPACTS OF APTITUDE AND MOTIVATION TOWARD THE PERFORMANCE OF EFL LEARNERS IN SMP NEGERI 1 GIANYAR



I KADEK DONY SUANTIKA 1001305057



ENGLISH DEPARTMENT FACULTY OF LETTERS AND CULTURE UDAYANA UNIVERSITY 2014



This paper is submitted as a partial fulfillment To obtain the Sarjana Sastra degree at the English Department Faculty of Letters and Culture Udayana University



Approved by the Examination Board Of English Department Faculty of Letters and Culture Udayana University



Denpasar, October 13th 2014 Chairman



A.A.S. Shanti Sari Dewi, S.S., M.App.Ling 19760325 200502 2 007



Secretary



PutuWeddha Savitri, S.S., M.Hum 19810227 200604 2 001



ACKNOWLEDGEMENTS



First of all, I would like to express my gratitude to the Almighty God, Ida Sang Hyang Widhi Wasa, for His great blessing, mercy, love and guidance so that I can finally complete this study entitled “The Impacts of Aptitude and Motivation toward the Performance of EFL Learners in SMP Negeri 1 Gianyar”. I realize that this study would never be completed without helps and contributions from many sides. I would like to express my gratitude to Prof. Dr. I Wayan Cika, M.S., as Dean of Faculty of Letters and Culture and to Dr. Ni Luh Ketut Mas Indrawati, Dip TEFL, M.A., as the Head of English Department and also all of the members at academic and administration office for education and facilities that given to me as a student at Faculty of Letters and Culture Udayana University. . On a more personal note, I would like to extend my thanks and appreciation to my first supervisor A.A. Sagung Shanti Sari Dewi, S.S., M.App.Ling. and my second supervisor Putu Weddha Savitri, S.S., M.Hum., for the encouragement, support and guidance. I should also express my great thanks to Ni Ketut Sri Rahayuni, S.S., as my best academic supervisor for assistance during my academic years. Moreover, my deepest appreciation and gratitude are dedicated to my family; my parents and both of my elder sister and younger brother, to Putera Sampoerna Foundation who gave me the chance to taste the fruitful knowledge of college by supporting and funding my undergraduate study, and also for all of my best friends, beautiful special friend, family of English Students’ Association, Students’ Senate of Faculty of Letters and Culture 2013 period, Sampoerna Foundation Scholars Club, Satanic FC, and PKA, tons of thanks for being always besides me and always support me in my hard times. The last but not least, I want to give my thanks to all English Department intake 2010 generation, my greatest gratitude for your kindness and the



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memories during the lecturers from first semester until I finished this undergraduate paper. Finally, I hope this paper can give contribution to the English Department and I realize that this paper is far from being perfect. Therefore, any suggestion and comment will be highly appreciated.



Denpasar, 16 August 2014



I Kadek Dony Suantika



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TABLE OF CONTENTS



Acknowledgements .................................................................................................. i Table of contents ...................................................................................................... iii Abstract .................................................................................................................... v CHAPTER I INTRODUCTION ........................................................................... 1 1.1



Background of the Study ................................................................................. 1



1.2



Problem of the Study ....................................................................................... 4



1.3



Aims of the Study ........................................................................................... 4



1.4



Scope of Discussion ........................................................................................ 4



1.5



Research Method ............................................................................................. 5 1.5.1



Data Source ......................................................................................... 5



1.5.2



Method and Technique of Collecting Data ......................................... 6



1.5.3



Method and Technique of Analyzing Data ......................................... 8



CHAPTER II LITERATURE REVIEW, CONCEPT AND THEORETICAL FRAMEWORK ....................................................................... 11 2.1



Review of Literature ....................................................................................... 11



2.2



Concepts .......................................................................................................... 15



2.3



2.2.1



Aptitude ............................................................................................... 15



2.2.2



Motivation ........................................................................................... 16



2.2.3



English As Foreign Language ............................................................. 17



2.2.4



Second Language Learning .................................................................. 15



Theoretical Framework ................................................................................... 18 2.3.1



Language Aptitude Theory ................................................................. 18



2.3.2



Self-Determination Theory ................................................................. 22



2.3.3



Goal-Setting Theory ............................................................................ 24 iii



CHAPTER III ANALYSIS OF THE IMPACTS OF APTITUDE AND MOTIVATION TOWARD THE PERFORMANCE OF EFL LEARNERS IN SMP NEGERI 1 GIANYAR ............................................................................ 29 3.1



General Review of SMP Negeri 1 Gianyar ...................................................... 29



3.2



The Aptitude of EFL Learners in SMP Negeri 1 Gianyar .............................. 31



3.3



The Impacts of Aptitude toward the performance of EFL Learners in SMP Negeri 1 Gianyar ................................................................................... 39



3.4



The Motivation of EFL Learners in SMP Negeri 1 Gianyar ........................... 42 3.4.1



The Instrinsic Motivation of EFL Learners in SMP Negeri 1 Gianyar ................................................................................................ 42



3.4.2



The Extrinsic Motivation and Goal-Setting Condition of EFL Learners in SMP Negeri 1Gianyar .................................................................... 46



3.5



The Impacts of Motivation toward EFL Learners Performances in SMP Negeri 1 Gianyar .............................................................................................. 47 3.5.1



The Impacts of Instrinsic Motivation toward EFL Learners Performance in SMP Negeri 1 Gianyar .................................................................... 47



3.5.2



The Impacts of Exstrinsic Motivation and Goal-Setting Condition toward EFL Learners Performance in SMP Negeri 1 Gianyar ........... 51



3.6



The Relation of Aptitude and Motivation toward Performance of EFL Learners in SMP Negeri 1 Gianyar ............................................................................... 52



CHAPTER IV CONCLUSIONS .......................................................................... 57 BIBLIOGRAPHY .................................................................................................. 60 APPENDICES



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ABSTRACT



This study is entitled “The Impacts of Aptitude and Motivation toward the Performance of EFL Learners in SMP Negeri 1 Gianyar”. A field research about performance of Indonesian Junior High students of SMP Negeri 1 Gianyar in learning a foreign language, English, was taken. The research about EFL learners’ language aptitude and motivation was conducted through the implementation of Modern Language Aptitude Test (MLAT) and questionnaire of motivation by Lunsford (1998). All of the data taken were analyzed using Language Aptitude theory by Carroll (1959), Self-Determination theory proposed by Deci and Ryan and also Goal-Setting theory by Locke and Latham. The results of this study show that both aptitude and motivation play a role in impacting students’ performance in learning EFL. Generally, EFL learners in SMP Negeri 1 Gianyar have above average motivation level and good aptitude which also give positive impacts toward their performance in learning English. In some way, the combination of both high aptitude and high level of motivation boost the performance to the fullest. Keyword: Aptitude, Motivation, language-learning performance, EFL



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CHAPTER 1 INTRODUCTION



1.1



Background of the Study In this globalization era, most people are able to use at least one foreign



language, and often people from a family with bilingual background learn two languages, apparently with ease. Moreover, these people do not only speak the language, but also understand the language and often they both read and write it. Many questions about what the factor that takes the biggest role in succeeding learning a second or foreign language are discussed. Gardner (1985:60) stated motivation and attitude play an important role in learning second or foreign language. He then answered that because generally language is an integral part of growing up which provides motivation in its own right, and is necessary to communicate and participate in one environment. Meanwhile other researchers found out that in the last two decades, aptitude has been acknowledged as one of the most important factors and predictors of learners‟ ultimate success in Second Language Learning (SLA) (Dörnyei, 2005:31). Language aptitude has been suggested as “… one of the central individual differences in language learning.” (Skehan, 1989:25, 38 as cited by Sturgeon p.4). He also states aptitude has also been declared to be the most consistent predictor of one‟s success in learning a foreign language. It has been proven that in many cases, aptitude represents one of the decisive factors in the process of mastering a foreign language.



1



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Learning new language, moreover a foreign language is not an easy task. As mentioned above, either a will and motivation or a talent will accommodate someone to be success. Learning a foreign language involves an obvious amount of effort for anyone, either a child or an adult, but the younger we are the easier it is - after all. Children are better to be introduced to foreign language in early age because in learning an additional language they tend to be more creative, better at solving complex problems and usually score higher on standardized tests. Once children know a second language, it is easier for them to understand further languages structures, which is why experts say that every new language learnt is easier than the one before (Kumon as cited in website www.kumon.co.uk). In part of learning second or foreign language for youngster, English is one of the most wide-world languages that has been spoken in many countries and used regularly both at formal and informal environment. In many non-native countries, second or foreign language, in this case is English, is commonly learned in formal institution such as school. School is regularly known as an institution for the teaching of children where they learn particular subject or skill. As one of the subject in order to fulfill the requirement of learning international language, English is regularly taught in regular school in most of non-native countries like Indonesia. In Indonesia, almost all schools teach English to their students. English is taught vary from elementary school level (or even kindergarten) until high school level and as a foreign language (EFL). This proves that youngster in Indonesia is introduced with English in a very young age. In school environment, English is



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taught as a subject along with Bahasa Indonesia as an instructional language. One of those schools that had been the research object in this study is SMP Negeri 1 Gianyar. Sekolah Menengah Pertama (hence for SMP) Negeri 1 Gianyar is one of governmental Junior High schools that teach English to the local students. The local Indonesian students are demanded to be able to master English as one of the international languages. The Indonesian Ministry of Education and Culture even sets English as one of the subjects that appears in the national final exam. This phenomenon shows the need of good English ability is important to be possessed by students in Indonesia as they are expected to be ready to face the globalization race. It becomes interesting to be discussed how the local Indonesian students learn to master different language even though English is not their mother tongue. Also, how the factors such as aptitude and motivation of the local students impact their ultimate success or failure in learning EFL is one of the concerns. Although many studies have looked into the people‟s motivation and aptitude which have been conducted to evaluate its impact in language learning especially English, there has not been a study that makes the associations between both. Because these assortments of aspects are essential to the success in learning English, understanding various perceptions can suggest a pathway to comprehend the reason of peoples‟ successes and failures. By further explication and studying the aptitude and motivation such as perceptions of the EFL learners, this study is expected to give contribution in the future toward the further research in second language learning especially EFL.



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1.2



Problems of Study According to the background explained above, the discussion in this study



is limited on finding the answers to the following questions, such as: 1. What is the impact of aptitude toward the performance of EFL learners in SMP Negeri 1 Gianyar? 2. What is the impact of motivation toward the performance of EFL learners in SMP Negeri 1 Gianyar? 3. How are aptitude and motivation related to each other toward the performance of EFL learners in SMP Negeri 1 Gianyar? 1.3



Aims of Study Any scientific writing should have a very clear purpose. Based on the



problems served above, the aims of study in this thesis are as follows: 1. To find out the impact of aptitude toward the performance of EFL learners in SMP Negeri 1 Gianyar. 2. To find out the impact of motivation toward the performance of EFL learners in SMP Negeri 1 Gianyar. 3. To analyze the relation of aptitude and motivation toward the performance of EFL learners in SMP Negeri 1 Gianyar. 1.4



Scope of Discussion The scope of discussion in this writing is limited in some items as follow:



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1. The impact of the aptitude toward the performance of EFL learners in SMP Negeri 1 Gianyar. 2. The impact of the motivation toward the performance of EFL learners in SMP Negeri 1 Gianyar. 3. The relation of the aptitude and motivation toward the performance of EFL learners in SMP Negeri 1 Gianyar.



1.5



Research Method To carry out a scientific research, following the research method is a must,



which is the procedure to be set up in order to conduct a research. The research method in this study is divided into three parts:



1.5.1



Data Source The type of data used in this study was both spoken and written one. The



data in this study is a form of score and statistic of EFL learners‟ aptitude, motivation, English subject mark on their latest report card and interview session with English teachers. The data source used in this study was taken from the process of learning of Junior High school students in SMP Negeri 1 Gianyar which is located at Jalan Ngurah Rai no 1 Gianyar. The total number of students by 2013 is 740. The target research was specifically students on the 8th grade with total population of 241 students, as for gender, 40.3% male and 59.7% female. The decision of choosing the 8th grade students of SMP Negeri 1 Gianyar as the



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population of this study was based on the fact that this grade was the best to be studied under the consideration of the length of study in junior high school and their echelon of readiness to take the test without being interrupted by other factor. The data from the English teacher was also gathered to ensure the data about students are accurate and to explain some special cases occurs in SMP Negeri 1 Gianyar. Out of 241 students of 8th grade, 100 students responded to motivation questionnaire and MLAT. Also, one of three English teachers was successfully interviewed. All of the data was used because they are related to the title of the study.



1.5.2



Method and Technique of Collecting Data The method applied in collecting the data in this study was field research.



By field research, it means research based on personal interaction with research subjects in their own setting. Field research includes research with residents of one‟s own neighborhood or organization (Wood, 2007:123). In collecting data in a field research, instrument is definitely needed which is consisted of a piece of motivation questionnaire and aptitude test. In total, the field research in this study took 2 weeks to be done and these are the techniques of collecting data for this study: First, because most researchers utilize questionnaire as the method of collecting data, in this study questionnaire also played some roles to portray the data of students‟ motivation in learning EFL. To measure the motivation of the



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students of SMP Negeri 1 Gianyar, a piece of questionnaire design by Lunsford (1998, available in SIL.org) was employed. The questionnaire is in a form of “tick in the box” type, which the students were asked to fill in. The options range from Strongly Agree to Strongly Disagree. The questionnaire itself contains 27 questions to measure 5 areas; Self-Image, Inhibition, Risk-taking, Ego Permeability and Tolerance of Ambiguity. Each of the area of evaluation is geared toward one end of the scale or the other. Because of the EFL learners in SMP Negeri 1 Gianyar use Indonesian language as their mother tongue, the motivation questionnaire was translated into Bahasa Indonesia. This adjustment was conducted also in order to get the best result since the points on questionnaire become more comprehensive. This motivation questionnaire itself took no more than 15 minutes to be completed. Second, to attain the result of the students‟ language aptitude, an aptitude test design by Carroll (1957) was applied which is entitled Modern Language Aptitude Test (MLAT). The MLAT is originally designed for adult learners, but for this study, some adjustments were done in the difficulty level, the amount of questions and the time allocation in every section to suit the student which is under the consideration that they are still in junior high school. The material also had been translated before into Bahasa Indonesia. The moderated MLAT contains 48 items which is divided into 5 sections, they are: 1. Number Learning (10 items), 2. Phonetics Script (10 items), 3. Spelling Cues (10 items), 4. Word in Sentences (8 items), and 5. Paired Association (10 items). Each section in MLAT give contributions to aptitude scale which is divided into 3 sections; Phonetic



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coding ability, Grammatical sensitivity, and Inductive learning ability (Carroll, 1957). The implementation of moderated MLAT toward the EFL learners in SMP Negeri 1 Gianyar took approximately 30 minutes. The parameter of the performance of EFL learners in SMP Negeri 1 Gianyar used in this study was taken from their mark of the English subject in report card. To collect the data about the performance of EFL learners, the information about the students‟ mark of their latest report card from the students themselves was gathered. The students were asked to put their mark on first page of the moderated MLAT. For ensuring the data taken from the students, it was also conducted an interview with English teacher. The data from the English teacher was used to support the primary data from the motivation questionnaire and MLAT.



1.5.3



Method and Technique of Analyzing Data The collected data is in forms of numbers and scale of the EFL learners



which are showing motivation and aptitude. The collected data was analyzed by using mixed method. Both qualitative and quantitative methods were used to analyze the result of the Lunsford‟s motivation questionnaire and the moderated MLAT by Carroll. The steps of analyzing data were firstly right after getting data through moderated MLAT and motivation questionnaire. The data was transferred into form of tables and charts then descriptively explained. Secondly, the collected data was analyzed one by one using the theories. The aptitude result that was



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acquired using moderated MLAT, then calculated and grouped into four groups; Poor (P), Fair (F), Good (G) and Excellent (E) based on the score ranging from 1100. The collected data of EFL learners‟ aptitude then was analyzed by using Language Aptitude theory by Carroll. To answer what are the impacts of MLAT toward performance of EFL learners, the result of the English subject mark was compared with the result of moderated MLAT. The similar steps were also done to answer the second problem of this study. As the questionnaire that was given to the students designed by Lunsford is already include how to score the response, the next step was calculating it then grouping and dividing it into groups; Low (L), Average (A), Above Average (AA) and High (H) based on the given values; 0=strongly disagree, 2=disagree, 4=neutral, 6=agree and 8=strongly agree. The score is ranging from 0-64. The collected data from the questionnaire then analyzed with main theory of SelfDetermination by Deci and Ryan and supported by Goal-Setting theory by Locke and Latham. Motivation questionnaire then was compared with of the English subject mark of the EFL learners which gave a projection the parameter of performance in learning EFL. And at last, the analysis went through both result of comparison and relation of moderated MLAT and motivation questionnaire with the English subject mark. By doing this step, the information about how precisely the aptitude and motivation are related to each other and impact the performance of EFL learners in SMP Negeri 1 Gianyar might be gathered.



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CHAPTER II LITERATURE REVIEWS, CONCEPTS AND THEORETICAL FRAMEWORK



2.1



Literature Review The relevant studies of scholars and researchers are significant to be



reviewed in order to give valid information which could be applied and support the data and analysis of the upcoming research. The importance is to compare those studies to this study, in order to know the difference and avoid the plagiarism issue. Moreover, it highlights some related research and articles either nationally or internationally published. There are many researchers had conducted a study regarding to aptitude and motivation. There are 2 international researches and 2 international articles reviewed in this study. One of the researches by Sugimoto and team (2004) entitled Exploring the Role of Attitude, Motivation and Gender in EFL Learning argued motivation plays a crucial role in motivating EFL learning. Along the same lines researchers in SLA believe that positive attitude facilitates EFL learning while negative attitude hinders it. Their research examined especially the attitude of male versus female university students as a motivating factor in studying English as a foreign language. The hypothesis set was whether the responses to each individual item significantly varied across the genders which may consequently lead up to better performance.



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By probing into the male and female specific motivational patterns in this research, language instruction can be geared up to learners‟ interests. In this way, language learning content can serve to prepare the learners for more autonomous kind of learning a foreign language. But the weakness of this research is the factors to be determined are only motivation, attitude and gender without determining the factor of aptitude of the learner which is also important. Despite, the contribution of this research is huge toward this study that is by giving a clear justification on what aspects of motivation that should be measured. Another researcher, Kocic (2010) with her article The Effects of Aptitude on Language Learning, gave a brief overview of the research on aptitude as a factor in the process of foreign language learning. Starting from the premise that aptitude plays an important role in the language teaching process, the author presents various courses the research on this concept has taken from the beginnings in mid-50s to a more contemporary research which points towards a revival of interest in aptitude. The implications of several contemporary aptitude research projects are presented with a special emphasis on the attempts to link aptitude with the Second Language Acquisition (SLA) theory. In the conclusion, she summarizes two points; Firstly, linguistic aptitude is a universal human characteristic when L1 acquisition is in question. Secondly, despite the claims that it is undemocratic, aptitude does play a very significant role in L2 learning. The article mentioned above gave a huge relevance and contribution toward this study. Kocic approximately discussed about the role of aptitude of



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learners toward second language learning, in spite of the weakness that she did not put under consideration the age of the learners. An interesting case in point study is carried out in the Basque Country by Cenoz (2001) entitled Language Awareness in the Foreign Language Classroom, who analyzed the attitudes towards English of three different groups of students. The first group consisted of students enrolled in the fourth year of primary education (9-10 year olds); the second one of second-year secondary education students (13-14 year olds) and the third one was made up of first-year high school students (16-17 year olds). The results showed that the younger group held significantly more positive attitudes towards the FL, whereas the oldest learners presented the least positive ones. Cenoz resorts to both psychological and educational factors to explain these results. The former would be based on older students‟ rejection of the school system as a result of the transition from a family identity to a more individual and peer group identity. The latter is connected with the different teaching methodologies used in primary and secondary education. The conclusion to be drawn is therefore that there is a decline in attitudes towards the FL due to both psychological and educational issues. Another international article by Rodiki (2006) entitled Attitude and Motivation and Their Impacts on the Performance of Young English as a Foreign Language Learners was also reviewed for the sake of this study. This article has focused on the relationship between attitudes and motivation and performance in English as a Foreign Language. A research that was implemented with 250 young



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learners in Cyprus, Greek indicated that there is such a relationship, indicating as significant factors that relate to task motivation, instrumental motivation and attitudes. It is believed that the insights provided by this study regarding the relationship between attitudes and motivation and foreign language performance can be taken into consideration by anyone involved in EFL teaching to young children, and not just Cypriots. His research was regarding variables that have an impact on the performance of young EFL learners specifically in listening and speaking interaction. The article focuses on a very important factor in foreign language learning; attitudes and motivation. Data regarding the attitudes and motivation of the children was gathered through a questionnaire and then, it was statistically analyzed in relation to the results of the examinees on an end of primary school listening and speaking test in order to examine whether there is a relationship between the two factors. The first part of the article presents a review of existing literature regarding attitudes and motivation. Research methodology and procedure are analyzed later on and the last sections offer a review of result and a discussion based on the conclusion, which indicate that motivation is indeed a crucial factor in foreign language learning which ought to be taken into consideration whenever material are prepared or a language program is designed. The research reviewed above gives a contribution that age is an important factor to be put under consideration in choosing the right target to be observe which in this study was 8th grade student of SMP Negeri 1 Gianyar.



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2.2



Concepts Technical terms that are used in this study are aptitude, motivation,



English as a Foreign Language, and Second Language Learning. 2.2.1



Aptitude Aptitude refers simply to the inherent ability or talent and specific in area



of performance of a discipline that is language. According to Skehan (1989), aptitude has been declared to be the most consistent predictor of one‟s success in learning a foreign language and also has been suggested as “… one of the central individual differences in language learning.” (as cited by Dörnyei, 2005:61). Due to the conceptual issues involved, the matter of differentiating among ability, aptitude, and intelligence must be considered. These terms are commonly used interchangeably in everyday parlance, and the scientific definition is lost because of the popular use (Dörnyei, 2005). Ability typically applies in psychology to various traits which involve thinking, reasoning and the processing of information. Scholars have distinguished a difference between ability and aptitude but in practical terms, and for the purpose of language learning, these terms are synonymous in meaning and pedagogical application (Dörnyei, 2005:32). Whereas aptitude is commonly used in reference to a specific area of performance, intelligence carries a broader meaning; it is not specific to a discipline, but rather entails all areas of learning. The meaning is also synonymous, to a degree, with abilities. Noticeably, the differences in meaning are minor in detail (Dörnyei, 2005;32). In this study, aptitude is considered as one of the factors that influence the performance of EFL learners.



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2.2.2



Motivation Motivation is a complex concept and for this study, in short the term is



defined as a drive that influences behavior, both intrinsic and extrinsic motivation. Gardner (1985:50) describes motivation involves four aspects, a goal, effortful behavior, a desire to attain the goal and favorable attitudes toward the activity in question. Other researchers took on the tasks of expanding the focus of research on motivation for language learning; considering factors of attribution, selfdetermination, locus of control, self-efficacy and goal. Two ideal types that define a continuum are: 1. Intrinsic motivation occurs when people are internally motivated to do something because it either brings them pleasure, they think it is important, or they feel that what they are learning is significant. 2. Extrinsic motivation comes into play when a student is compelled to do something or act a certain way because of factors external to him or her (like money or good grades) Appel and Muysken, 1987: "Generally, two theoretical approaches are distinguished to the study of language attitudes. The first one is the behaviorist view, according to which attitudes must be studied by observing the responses to certain languages, i.e. their use in actual interactions. The mentalist view considers attitudes as an internal, mental state, which may give rise to certain forms of behavior. It can be described as 'an intervening variable between a stimulus affecting a person and that person's response' (Fasold, 1984: 147)."



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2.2.3



English as a Foreign Language (EFL)



English as a Foreign Language (EFL) refers to a traditional term for the use or study of the English language by non-native speakers in countries where English is generally not a local medium of communication (Nordquist, 2006 as cited in Grammar.about.com). EFL is using the instructional techniques and requiring the intensity of instruction to achieve success. EFL is distinguished from English as a Second Language (ESL), which is instruction delivered in a context where English is used regularly outside the classroom.



2.2.4



Second Language Learning



The definition of second language learning is learning of a second language once the mother tongue or first language acquisition is established (Singhal, 2012 as cited in Brighthubeducation.com). Second language acquisition or SLA is the process of learning other languages in addition to the native language. Any other language learned or acquired is known as the second language. Though most scholars use the terms “language learning” and “language acquisition” interchangeably, actually these terms differ. Language learning refers to the formal learning of a language in the classroom. On the other hand, language acquisition means acquiring the language with little or no formal training or learning. English that is taught in the school in Indonesia as a second language after Bahasa Indonesia. For instance, a child who speaks Bahasa Indonesia as the



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mother tongue starts learning English when he starts going to school. Then English is learned by the process of second language learning.



2.3.



Theoretical Framework In this paper, some reference theories which are relevant will be used. To



clarify the course of the research to be carried out, the researchers will need to develop a framework of thinking about the conception stages of theoretical research. These theories will be used to analyze the problem of this study. 2.3.1



Language Aptitude Theory John B. Carroll (1957) developed a theory in Language Learning that is



Language Aptitude. The theory mainly consists of three ability components. The three ability components of language aptitude are defined as follows: Component



Definition Ability to perceive distinct sounds, associate a symbol



Phonetic coding ability with that sound and retain that association Ability to recognize the grammatical function of a lexical Grammatical element (word, phrase, etc.) in a sentence without explicit sensitivity training in grammar Inductive learning ability



Ability to infer or induce rules governing the structure of a language



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Besides developing the theory, Carroll also designed Modern Language Aptitude Test (MLAT), a language aptitude assessment which is originally designed for adults. The MLAT measures an individual‟s aptitude for learning a foreign language. First published in 1959, the test can be used to predict success in learning all basic communication skills, but particularly speaking and listening. The Modern Language Aptitude Test is now the property of the non-profit entity Second Language Testing Foundation, Inc., who has acquired the rights to the test in order to ensure its continued availability to the second language testing community Here are the details of three ability components in Language Learning Theory by Carroll and their assessment in the MLAT:



1. Phonetic Coding Ability Phonetic coding ability is the ability to identify, and store in long-term memory, new language sounds or strings of sounds. For example, if a person is presented with a string of two or three auditory nonsense syllables and then made to do a distracting task such as mental arithmetic for ten seconds, after which he is asked to repeat the nonsense syllables, his ability to do so is related to his success in learning foreign languages. A somewhat more indirect, but more practical measure of this ability is a test in which the individual has to learn the phonetic transcriptions for a series of phonemes, either phonemes in his own language or in a foreign language, by noticing the correspondences between heard sounds and the printed symbols. Apparently, success in this learning task depends on success



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in remembering the identities of the sounds. It seems obvious that phonetic coding ability is demanded in the learning of a foreign language, because the individual must not only learn the identities of the new phonemes of that language, but must also recognize and remember the phonetic sequences represented by the morphemes, words, and intonation contours of that language. In the MLAT, the Phonetic Coding Ability is assessed in Part I Number Learning and Part II Phonetic Script.



2. Grammatical Sensitivity Grammatical Sensitivity may be defined as the individual's ability to demonstrate his awareness of the syntactical patterning of sentences in a language and of the grammatical functions of individual elements in a sentence. Although it is often said that linguistic "competence," in the sense defined by Chomsky (1965), involves some kind of "knowledge" of the grammatical rules of a language, this "knowledge" is ordinarily out of conscious awareness. (In fact, Carroll suggested that this "knowledge" is better regarded as a system of habits, contrary to Chomsky's interpretation of it.) A person who is "competent" in a language is able to create and understand new grammatical sentences without being aware of the "rules" underlying such sentences, much less being able to formulate those rules. Nevertheless, some adolescents and adults (and even some children) can be made to demonstrate an awareness of the syntactical structure of the sentences they speak. The most direct test of this ability consists of a series of items in which pairs of sentences are presented to the subjects. In each pair, a



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particular word or phrase is singled out for attention in the first sentence, and the subject has to find a word or phrase in the second sentence which has an analogous grammatical function. Even among adults, there are large individual differences in this ability, and these individual differences are related to success in learning foreign languages, apparently because this ability is called upon when the student tries to learn grammatical rules and apply them in constructing or comprehending new sentences in that language. In MLAT, Grammatical Sensitivity is assessed in Part III Spelling Cues and Part IV Word in Sentences.



3. Inductive Ability Third major component of foreign language aptitude is inductive ability. It is not yet certain whether this is the same kind of inductive ability that is measured by factor-analytic tests of the so-called Inductive Reasoning factor, but Carroll is inclined to-'believe that it is. It is probably through this factor that foreign language aptitude is most close-associated with general intelligence (the other factors being, apparently, much less correlated with intelligence). In the case of language learning, inductive ability is the ability to examine language material (in either auditory or printed form) and from this to notice and identity patterns of correspondences and relationships involving either meaning or grammatical form. A typical method of measuring this ability is to present materials in an artificial language in such a way that the individual can induce the grammatical and semantic rules governing that language. Such an ability might well be called upon in the learning of an actual foreign language, because even in a form of teaching



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that emphasizes the formal presentation of rules, the learner must inevitably work out the application of the rules for himself. In MLAT, Inductive Ability is assessed in Part V Paired Associates.



2.3.2



The Self-Determination Theory As theory that is related to motivation and language attitude, The Self-



Determination is one of the most influential in Language Learning Attitude and Motivation (LLAM) developed by Deci and Ryan (1997). Self-Determination Theory (SDT) is an approach to human motivation and personality that uses traditional empirical methods while employing an organismic metatheory that highlights the importance of humans' evolved inner resources for personality development. As cited, Deci & Ryan (2000:69) stated: “Motivation



concerns



energy,



direction,



persistence



and



equifinality--all aspects of activation and intention. Motivation has been a central and perennial issue in the field of psychology, for it is at the core of biological, cognitive, and social regulation. Perhaps more important, in the real world, motivation is highly valued because of its consequences: Motivation produces. It is therefore of preeminent concern to those in roles such as manager, teacher, religious leader, coach, health care provider, and parent that involve mobilizing others to act.” In Self-Determination Theory by Deci and Ryan, they distinguish between different types of motivation based on the different reasons or goals that give rise to an action. The most basic distinction is between intrinsic motivation, which



22



refers to doing something because it is inherently interesting or enjoyable, and extrinsic motivation, which refers to doing something because it leads to a separable outcome.



1.



Intrinsic Motivation In the term self determination, intrinsic motivation refers to an individual‟s



motivation to perform a particular activity because of internal rewards such as joy, pleasure and satisfaction of curiosity. Perhaps no single phenomenon reflects the positive potential of human nature as much as intrinsic motivation, the inherent tendency to seek out novelty and challenges, to extend and exercise one's capacities, to explore, and to learn. Developmentalists acknowledge that from the time of birth, children, in their healthiest states, are active, inquisitive, curious, and playful, even in the absence of specific rewards. The construct of intrinsic motivation describes this natural inclination toward assimilation, mastery, spontaneous interest, and exploration that is very essential to cognitive and social development and that represents a principal source of enjoyment and vitality throughout life. Although, in one sense, intrinsic motivation exists within individuals, in another sense intrinsic motivation exists in the relation between individuals and activities. People are intrinsically motivated for some activities and not others, and not everyone is intrinsically motivated for any particular task.



23



2.



Extrinsic Motivation Although intrinsic motivation is an important type of motivation, it is not



the only type or even the only type of self-determined motivation (Deci & Ryan, 1985). Indeed, much of what people do is not, strictly speaking, intrinsically motivated, especially after early childhood when the freedom to be intrinsically motivated is increasingly curtailed by social pressures to do activities that are not interesting and to assume a variety of new responsibilities. The term extrinsic motivation refers to the performance of an activity in order to attain some separable outcome and, thus, contrasts with intrinsic motivation, which refers to doing an activity for the inherent satisfaction of the activity itself. Whereas in extrinsic motivation the individual expects an extrinsic reward such as good grades or praise from others but not only that, order, obligations, deadline will also motivate individual extrinsically. In line with the notion of autonomy and intrinsic motivation, the self-determination theory offers a very interesting look at motivation by setting a different agenda. Rather than focusing on how people (e.g. teachers in the classroom) can motivate others, the focus should be on „how people can create the conditions within which others can motivate themselves‟.



2.3.3



The Goal-Setting Theory Goal-setting theory was developed by Locke and Latham (1990).



According to Locke and Latham, goals are conscious intentions of a person



24



referring to desired future end states of action. Goals can have their origin within the acting person or they can be set (more or less participatively) in discussions with other individuals (e.g., supervisors, colleagues). Independent of the origin of goals, goal-setting theory assumes that effects of goals on performance – once they are formed as an intention – mainly depend on two features: the objective difficulty of goals and their specificity. Goal concept refers to hierarchy of needs. It focuses on the reasons or purposes that individual perceives for achieving. There are four mechanisms by which goals affect individuals‟ performance: 1.



Goals serve a directive function as they direct attention and effort toward goal-relevant activities and away from irrelevant activities



2.



Goals have an energizing function and they help individuals regulate their effort to the difficulty of the task.



3.



Goals positively affect persistence.



4.



Goals affect action indirectly by leading to the arousal, discovery, and/or use of task-relevant knowledge and strategies.



In line with Locke and Latham, Paul J. Meyer describes the characteristics of S.M.A.R.T goal (Spesific, Measurable, Attainable, Relevant, Time-bound). 1.



Spesific The criterion stresses the need for a specific goal rather than a more



general one. This means the goal is clear and unambiguous; without vagaries and platitudes. To make goals specific, they must tell a team exactly what is expected,



25



why is it important, who‟s involved, where is it going to happen and which attributes are important. 2.



Measurable The second criterion stresses the need for concrete criteria for measuring



progress toward the attainment of the goal. The thought behind this is that if a goal is not measurable, it is not possible to know whether a team is making progress toward successful completion. Measuring progress is supposed to help a team stay on track, reach its target dates, and experience the exhilaration of achievement that spurs it on to continued effort required to reach the ultimate goal. 3.



Attainable The third criterion stresses the importance of goals that are realistic and



attainable. While an attainable goal may stretch a team in order to achieve it, the goal is not extreme. That is, the goals are neither out of reach nor below standard performance, as these may be considered meaningless. When you identify goals that are most important to you, you begin to figure out ways you can make them come true. You develop the attitudes, abilities, skills, and financial capacity to reach them. The theory states that an attainable goal may cause goal-setters to identify previously overlooked opportunities to bring themselves closer to the achievement of their goals



26



4.



Relevant The fourth criterion stresses the importance of choosing goals that matter.



A bank manager's goal to "Make 50 peanut butter and jelly sandwiches by 2:00pm" may be specific, measurable, attainable, and time-bound, but lacks relevance. Many times you will need support to accomplish a goal: resources, a champion voice, someone to knock down obstacles. 5.



Time-bound The fifth criterion stresses the importance of grounding goals within a time



frame, giving them a target date. A commitment to a deadline helps a team focus their efforts on completion of the goal on or before the due date. This part of the SMART goal criteria is intended to prevent goals from being overtaken by the day-to-day crises that invariably arise in an organization. A time-bound goal is intended to establish a sense of urgency. Locke also stated in order to motivate, goals must have certain factors:



1.



Clarity Clear goals are measurable and unambiguous. When a goal is clear and



specific, with a definite time set for completion, there is less misunderstanding about what behaviors will be rewarded. When a goal is vague – or when it's expressed as a general instruction, like "Take initiative" – it has limited motivational value. The SMART acronym use to ensure the clarity of the goal by making it Specific, Measurable and Time-bound.



27



2.



Challenge One of the most important characteristics of goals is the level of challenge.



People are often motivated by achievement, and they will judge a goal based on the significance of the anticipated accomplishment. Rewards typically increase for more difficult goals. If individual believes that he will be well compensated or otherwise rewarded for achieving a challenging goal that will boost his enthusiasm and his drive to get it done. Setting SMART goals that are Relevant links them closely to the rewards given for achieving challenging goals.



3.



Commitment Goals must be understood and agreed upon if they are to be effective.



Individuals are more likely to "buy into" a goal if they feel they were part of creating that goal. The notion of participative management rests on this idea of involving individuals in setting goals and making decisions. Interestingly, goal commitment and difficulty often work together. The harder the goal, the more commitment is required.



4.



Feedback In addition to selecting the right type of goal, an effective goal program



must also include feedback. Feedback provides opportunities to clarify expectations, adjust goal difficulty, and gain recognition. It's important to provide benchmark opportunities or targets, therefore individuals can determine for themselves how they're doing.



28



These regular progress reports, which measure specific success along the way, are particularly important where it's going to take a long time to reach a goal. In these cases, break down the goals into smaller chunks, and link feedback to these intermediate milestones. SMART goals are Measurable, and this ensures that clear feedback can be provided.



5.



Task Complexity The last factor in goal setting theory introduces two more requirements for



success. For goals or assignments that are highly complex, take special care to ensure that the work doesn't become too overwhelming. People who work in complicated and demanding roles probably have a high level of motivation already. However, they can often push themselves too hard if measures aren't built into the goal expectations to account for the complexity of the task. The whole point of goal setting is to facilitate success. Therefore, to make sure that the conditions surrounding the goals do not frustrate or inhibit people from accomplishing their objectives. This reinforces the "Attainable" part of SMART. Theory of Goal-Setting suggests that an effective tool for making progress is to ensure that participants in a group with a common goal are clearly aware of what is expected from them.



CHAPTER III ANALYSIS OF THE IMPACTS OF APTITUDE AND MOTIVATION TOWARD THE PERFORMANCE OF EFL LEARNERS IN SMP NEGERI 1 GIANYAR



In this chapter, there are several things that would be discussed concerning with the result of research that had been applied toward the EFL learners in SMP Negeri 1 Gianyar. The main discussion in this focuses on: 1.



The aptitude of EFL learners in SMP Negeri 1 Gianyar and its



impact on the English performance which analyzed using theory proposed by Carroll (1957). 2.



The motivation of EFL learners in SMP Negeri 1 Gianyar and its



impact on the English performance which analyzed using theory proposed by Deci & Ryan and Locke & Latham. 3.



The relation between aptitude and motivation in impacting the



performance of EFL learners in SMP Negeri 1 Gianyar.



3.1



General Review of SMP Negeri 1 Gianyar Before the analysis is drawn, it is necessary to present a brief review of the



research object of this study that is EFL learner in SMP Negeri 1 Gianyar. Hence, it would be wise to start the review from the school background first. Currently SMP Negeri 1 Gianyar has 740 students who are cared for by 59 permanent teachers and 22 employees. SMP Negeri 1 Gianyar occupies an area of



30



31



480 square meters of land with 24 classrooms, a library, science laboratory, language laboratory, computer laboratory, hall, teachers' office, lobby, the principal's office and show room. SMP Negeri 1 Gianyar is located in the heart of Gianyar city which to be precise at Jalan Ngurah Rai no. 1 Gianyar next to Gianyar regent office and police station also across the town park. This school is project development objectives. The beginning of implementations of development Special Patronage School (SBK) plus practical English, competency-based curriculum development project (CBC), the pilot project on teaching and learning (CTL) and also pilot project to a national standard schools (SSN). A short history of SMP negeri 1 Gianyar started in August 1950. Observers and educational experts in Gianyar regency established an institute of secondary education which was named the Sekolah Menengah Nasional (SMN) or National Junior High. This school was managed by a private educational foundation chaired by Mr Nyoman Pasek Djelada. This school was built to accommodate residents in Gianyar regency due to economic hardship that they could not continue their study out of the area. In time, SMN experienced a rapid progress. Its student not only came from Gianyar but also from other regencies, namely Tabanan and Badung. With this rapid progress, the foundation expected that the establishment of the governmental Junior High by education stakeholder could finally be realized. On August 1st, 1955 the SMN changed its status into SMP Negeri 1 Gianyar. After changing the status, the number of students was also increasing, therefore the need to have



32



access to some more classrooms was definitely at stake. This problem was solved by discovering that the number of students in Sekolah Guru Bahasa (SGB) Negeri Gianyar or National School of Language Teacher which was located at Jalan Ngurah Rai no. 1 that happened to be on the wane. League of parents and teachers (PTA) who wanted SMP Negeri 1 Gianyar to be exist and grown up and be able to meet the demands of advanced societies , seek to establish four new classrooms . Finally, in 1963 the SGB Negeri Gianyar liquidated and no longer accepted new students. All assets such as land, buildings and other infrastructure facilities, including some teachers who were still active were also submitted to SMP Negeri 1 Gianyar, which was in that time received by Mrs. Ida Ayu Oka (former headmaster). The object of this study are the EFL learners in SMP 1 Gianyar specifically students in the 8th grade with total population of 241 students. The 8th grade in this school is divided into 8 classes.



3.2



The Aptitude of EFL Learners in SMP Negeri 1 Gianyar The aptitude of EFL Learners in SMP Negeri 1 Gianyar was gathered



using MLAT. The moderated MLAT itself contains 48 items which is divided into 5 sections, they are: 1. Number Learning (10 items), 2. Phonetics Script (10 items), 3. Spelling Cues (10 items), 4. Word in Sentences (8 items), and 5. Paired Association (10 items). The implementation of moderated MLAT toward the EFL learners in SMP Negeri 1 Gianyar took approximately 30 minutes.



33



The collected data of aptitude was transferred into form of tables and charts then descriptively explained. the collected data then was analyzed one by one using the theories. The aptitude result that was acquired using moderated MLAT, then calculated and grouped into four groups; Poor (P), Fair (F), Good (G) and Excellent (E) based on the score ranging from 1-100. Since every part in moderated MLAT test shows different competency and ability concerns, the details of the result of the students in every section would be drawn. Part I of the MLAT, Number Learning, tests auditory and memory abilities associated with sound-meaning relationships. In this part, EFL learners learned the names of numbers in a new language. Subsequently, they would hear the names spoken aloud, and they were asked to write down these numbers. For example, if they heard the speaker say the number “seventeen” in English, they would write down 17. But in the test, they are given the numbers in a new language. There were 10 questions to answer in this part. As can be seen in the Diagram 1, forty four students (43%) scored 90 or more, thirty three students (32%) scored 80, twelve students (12%) scored 70, eight students (8%) scored 60 the rest five students (5%) scored 50 or below. From 102 respondents, 77 students (75%) scored more than 80 and even 28 students (27%) obtained a perfect score.



34



Diagram 1. Score in Part 1 Number Learning section



Part II of the MLAT, Phonetic Script, is a test of student’s ability to learn a system for writing English sounds phonetically. First EFL learners would learn phonetic symbols for some common English sounds. For each question, they would see a set of four separate syllables. Each syllable is spelled phonetically. A speaker would model the sounds by pronouncing each of the four syllables in a set. Then the speaker will model the sounds in the next set. After the speaker models the sounds in five sets, the EFL learners then were asked to look back at the first set. The speaker will go through the groups again, but this time the speaker will say only one of the 4 syllables in a set. EFL learners’ task is to select the syllable that has a phonetic spelling that matches the syllable they heard. There is 10 questions to answer in this section. As can be seen on Diagram 2, thirty nine (38%) students scored 90+, thirty eight students (37%) scored 80, ten students (10%) scored 70, eight students (8%) scored 60, and the rest seven students (7%) were only able to get below 50. This result was promising that out of 102 respondents, seventy eight (75%) students



35



reached score more than 80 and in the data taken, even twenty two students got a perfect score.



Diagram 2. Score in Part II Phonetic Script section



Part III of MLAT is Spelling Cues. This part of the MLAT requires the ability to associate sounds with symbols and depends somewhat on knowledge of foreign language which is for the study the English vocabulary was utilized. Each question in this part has a group of words. The word at the top of the group is not spelled in the usual way. Instead, it is spelled approximately as it is pronounced. EFL learners’ task is to recognize the disguised word from the spelling. In order to show that they recognize the disguised word, the EFL learners were asked to look for one of the five words beneath it that corresponds most closely in meaning to the disguised word. When they find this word or phrase, they then were asked to write down the letter that corresponds to their choice. There is 10 questions to answer in this section.



36



Diagram 3 shows about how students score in Part III. A slightly different result was found. From 102 respondents, only six students (6%) scored 90>, nine students (9%) scored 80, twenty eight students (27%) belong to group with score 70, thirty three (32%) students belong to group with score 60 and the rest twenty six (25%) scored 50 or below. None of the students got a perfect score in this section. 33



35



30



28



26



25



Score



0 Spelling Cues



Diagram 3. Score in Part III Spelling Cues section.



Part IV Word in Sentences of The MLAT questions test recognition, analogy, and understanding of a far greater range of syntactic structures than the couple questions shown. In each questions, the first sentence is called the key sentence. One word in the key sentence is underlined and printed in capital letters. EFL learners were asked to select the letter of the word in the second sentence that plays the same role in that sentence as the underlined word in the key sentence. There are 8 questions in this section. From Diagram 4, it can be seen that eight students (8%) score 90+, fourteen students (14%)scored 80, thirteen students (13%) scored 70, thirty six



37



students (35%) scored 60 and thirty one students (30%) scored 50 or below. Once again, none of the students scored perfect in this part. 40 35 30 25 20 15 10 5 0



36 31



Score



Word in Sentences



Diagram 4. Score in Part IV Word in Sentences section.



The last part of MLAT is Paired Association. This part focuses on the rote memory aspect of learning foreign languages. On the test, EFL learners had 1 minute 20 seconds to memorize 12 words. They then did a practice exercise. They are allowed to look back at the vocabulary during this practice exercise, but they were not permitted to look at the vocabulary while they were doing the Part V questions that follow the exercise. Their task here is to memorize the MayaEnglish vocabularies. Then they were given 5 options for each question to test their short-term memory. There are 10 questions for this section. The result of the test can be seen in Diagram 6. Out of 102 students, fifty two students (51%) scored 90+, thirty (29%) students scored 80, eleven students (11%) scored 70, six students (6%) scored 60 and the rest three students (3%) scored 50 or below. Surprisingly, 39 students got a perfect score in this part.



38



60



52



50



Score 90



0 Paired Association



Diagram 5. Score in Part V Paired Association section.



As soon as the moderated MLAT was applied and all the result of each part was gathered, four groups were made in order to separate score of the EFL learners. These groups were made based on the average score of all part of moderated MLAT. As known before, those groups are Poor (P) with an average score below 55, Fair (F) group with an average score between 56-70, Good (G) group with an average score 71-85, and the last Excellent (E) group with an average score B+ to A. As can be seen on the Diagram 6 below, it is found that the numbers of students with different aptitude score are vary. The aptitude score of the students vary from the lowest 50 to the highest 94. EFL learners of SMP Negeri 1 Gianyar have respectively above average aptitude since the average score of students is 79.7 out of 100. From 102 respondents, 12 students (12%) belong group P with score range below 55. 18 students (17%) belong to group F with score range 5670, 56 students (55%) of them belong to group G which they scored in range of



39



71-85, while the rest 16 students (16%) belong to group E with score range B+ to A.



Diagram 6. Aptitude of EFL learners in SMP Negeri 1 Gianyar



Based on Carroll’s theory, the students who are the member of group G and E have better ability components and more promising in learning foreign language than students who belong to group F and P.



3.3



The Impacts of Aptitude on the Performance of EFL Learners in SMP Negeri 1 Gianyar As stated by Dornyei that aptitude is one the best predictor of one’s ability



in language learning, the result of the moderated MLAT and English mark shows their correlation. The groups of the student who have an above average aptitude score (i.e. Group G and E) have a better performance in English subject in their school than the students who has below average aptitude score in group F and P.



40



From result of MLAT and the English mark of the students that had been gathered before, a comparison between them was executed. As can be seen in Diagram 7, the students from group E in average scored 88 points in aptitude. The students of group G, on the other hand, scored in average of 80. The students who belong to group F scored in average of 69, and the last is group P with average score 55. Average score of



English Mark on



Aptitude



Report Card



Group P



55



B-



Group F



69



B



Group G



82



B+



Group E



88



A



Group



Table 1. Average score of aptitude in each group



On Table 1, it can also be seen the average English mark in latest report card of student who belong to each group that was mentioned before. The comparison of both is drawn; the aptitude and English mark of the students is directly proportional. It is proved by students in group E with average aptitude score of 88, got A in their English mark, while students in group G who scored 82 in aptitude, got in average B+ for their English mark. On one hand, students who belong to group F scored 69 in aptitude and have B in English mark. On the other hand, students who belong to group P scored 55 in aptitude got B- in English mark. There is a special case occurs in SMP Negeri 1 Gianyar and also every Junior High in Indonesia that the Ministry of Education sets standard mark for



41



student on the new curriculum of 2013. The minimum mark for all subjects in this brand new curriculum is B-. Based on interview with Mrs. Sang Ayu Gita, the English teacher, the enforcement of this new curriculum has been started since 2013. According to her also whenever the student could not reach the standard mark, they would be given twice opportunities to remedy and take make-up test. If that also fails to make the student get the required mark, special treatment by giving extra time learning or courses would be recommended by the school. This explanation answers why even the student with lowest aptitude got the minimum mark that is B- on their report card. But overall, it is found the result meet with the Language Aptitude theory proposed by Carroll that the higher students score in aptitude, the higher also the performance in learning foreign language which in this study is proved by English mark of the latest report card of students in SMP Negeri 1 Gianyar.



3.4



The Motivation of EFL Learners in SMP Negeri 1 Gianyar The motivation of EFL learners in SMP Negeri 1 Gianyar is divided into



two; they are intrinsic and extrinsic motivation. The intrinsic motivation is portrayed by the result of Lunsford Motivation Questionnaire and the extrinsic motivation is explained by the result of interview with the English teacher of SMP Negeri 1 Gianyar. 3.4.1



The Intrinsic Motivation of EFL Learners in SMP Negeri 1 Gianyar After the questionnaire of motivation and attitude of the EFL learners in



SMP Negeri 1 Gianyar was conducted, the result found is portrayed like this:



42



The EFL learners in SMP Negeri 1 Gianyar shows an above average intrinsic motivation and positive attitude toward English subject in their school. The student’s responses (n=180) to the survey items (n=27) were scored by the given values; 0=strongly disagree, 2=disagree, 4=neutral, 6=agree and 8=strongly agree, respectively. The range of score for the questionnaire is 0-64. The data entered in Microsoft Excel was evaluated by calculating the percentages and mean scores. The mean score of every category was gathered by summing up the score and then divided by total respondents. The overall analysis for the 27 items portrayed in Table 1 below, Percentage Category



Mean



Average (16-35)



Above Average (36-47)



High (48-64)



Self-Image



38.4



25%



60%



15%



Inhibition



25.2



90%



10%



-



Risk taking



40.1



25%



70%



5%



41.2



25%



75%



-



44.5



10%



45%



45%



Ego permeability Tolerance of Ambiguity



Table 1. Overall analysis of EFL learners’ motivation By the scale from 0-64 for scoring each category, it was found EFL learners in SMP Negeri 1 Gianyar generally have above average motivation



43



toward English subject. The result would be explained in detail and started by short explanation of each category; Self-Image, Inhibition, Risk-Taking, Ego Permeability and Ambiguity. The first one, Self-Image is a mental picture of how a person sees himself. It is gathered not only through personal experience, but also by internalizing judgments of others. By the mean score of 38.4 in Self-Image, it shows that EFL learners in SMP Negeri 1 Gianyar generally have a good insight of their selves and at the same time high confidence level. Out of 102 EFL learners, 75% or 76 of them find themselves as fast language learners and believe that they can learn more English if given the right circumstances because they belong to Above Average and High group. Only 25% or 26 of EFL learners scored average in SelfImage. Second, Inhibition according Merriam-Webster is a nervous feeling that prevents someone from expressing his thought, emotion, or desire. This could be a potential hurdle for learner if they score higher in this category. Inhibition is inversely proportional to Self-Image by all means if learners score higher in Inhibition; they will tend to have lower Self-Image. From Table 1, it can be seen the Inhibition of EFL learners in SMP Negeri 1 Gianyar is quite average. The mean score of 25.2 shows that they tend to have fewer hurdles to overcome which will fasten them in learning EFL. A surprising result found that none of the EFL scored in High category, instead it was found out 102 of them scored ranging from Average 90% or 92 and only 10% or 10 EFL learners in Above Average.



44



Third, Risk-Taking refers to the tendency to engage in behaviors that have the potential to be harmful or dangerous, yet at the same time provide the opportunity for some kind of outcome that can be perceived as positive. RiskTaking also includes the courage of a person to not afraid of making mistakes in order to gain more information. EFL learners who have this kind of quality will likely achieve more than learners who do not. As can be seen on Table 1, the mean of Risk-Taking category of EFL learners in SMP Negeri 1 Gianyar is 40.1 which quite high. The score extends from 32-50 with 70% or 71 of EFL learners scored above 36 and categorized as Above Average category. Moreover 5% or 5 of EFL learners have high Risk-Taking quality while on the other hand the rest 25% or 26 scored Average. Next is Ego Permeability. It refers to the ease with which new experiences, cultural features or perceptions of other people may pass the defenses of one's personality. The term was borrowed from clinical psychology, and used by language researchers to explain learners’ openness or otherwise to a foreign language or culture. The mean score of EFL learners in Ego Permeability vary from 34-46. 75% or 76 of EFL learners scored in Above Average category while the rest 25% or 26 belong to Average. This result shows that most of EFL learners are open toward a new language and culture outside their boundaries which is in this study is English. But since none of them scored in High category, there is no EFL learners show a total openness toward English. The last is Tolerance of Ambiguity. It refers to a psychological construct which describes the relationship that individuals have with ambiguous stimuli or



45



events, or in short is an ability to deal with uncertainty. Individuals view these stimuli in a neutral and open way or as a threat. In correlation of language learning, individual that has high Tolerance of Ambiguity tend to be more successful because they who seek clarity too quickly might actually wind up missing a good deal that really matter. From Table 1, it can be seen that the mean score of EFL learners in Tolerance of Ambiguity is 44.5 which is above average. 45% or 46 of them scored in High category, 45% or 46 also scored in Above Average and the rest 10% or 10 in Average. With this result, EFL learners in SMP Negeri 1 Gianyar show that they are open to ambiguity of English and do not see it as obstacle. They tend to understand the cultural differences between Bahasa Indonesia and English, and something might mean different under some circumstances.



3.4.2



The Extrinsic Motivation and Goal-Setting Condition of EFL Learners in SMP Negeri 1 Gianyar As stated by Deci and Ryan, in extrinsic motivation the individual expects



an extrinsic reward such as good grades or praise from others but not only that, order, obligations, deadline will also motivate individual extrinsically. In this case, the extrinsic motivation of EFL learners in SMP Negeri 1 Gianyar is influenced by the standard mark which is set by Ministry of Education on the new curriculum of 2013. By setting a minimum mark for every subject, the goverment tries to energize the student to help them regulate their effort and pull the best out of them.



46



By further analysis, the Ministry of Education that sets minimum mark for subject also meets The SMART goal characteristics. SMART stands for Specific, Measurable, Attainable, Relevant and Time-Bound. Specific characteristic of a goal stresses on the need for a goal to be specific rather than a too general one and a goal also need to be clear and unambiguous. The regulation of minimum mark is specific that it states the precise mark to be the minimum that is B-. Measureable characteristic of a goal stresses on the concrete criteria for measuring progress toward the attainment of the goal. The regulation of minimum mark of Curriculum 2013 is measurable by all means that is possible to know whether the student is making progress toward successful completion. Attainable characteristic of a goal stresses on the importance of goals that are realistic and attainable. By setting the minimum mark of B-, the Ministry claimed they set an attainable standard mark for the student. Mark of B- is considered neither too high nor too low. Relevant characteristic stresses the importance of choosing goal that matter. The minimum mark of B- is considered as a relevant goal for Junior High School student in Indonesia under the consideration of the new facilities given such new handbook for both student and teacher, and many other factors. Time-bound characteristic stresses on the importance of grounding goals within a time frame, giving them a target date. The regulation of minimum mark in Curriculum 2013 is on not only for the final exam but also for general exam. If student failed to get the required mark, they would be given twice opportunities to



47



remedy or re-exam and also take extra time learning or course if necessary before the end of the semester.



3.5



The Impact of Motivation toward EFL Learners Performances in SMP Negeri 1 Gianyar The motivation of EFL learners in SMP Negeri 1 Gianyar is divided into



two; they are intrinsic and extrinsic motivation. To analyze the impact of intrinsic motivation, the result of Lunsford Motivation Questionnaire was compared with EFL learners’ latest mark in their report card while to analyze the extrinsic motivation and the goal setting condition is explained by the result of interview with Mr. Sukardiawan, the English teacher of SMP Negeri 1 Gianyar.



3.5.1 The



Impact



of



Intrinsic



Motivation



toward



EFL



Learners



Performance in SMP Negeri 1 Gianyar To answer the second problem of this study, it was compared the result of the questionnaire to EFL learners’ latest English subject mark on their report card. The comparison is drawn in this table below. Category



Self Image



Inhibition



Report Card’s English Mark Score B- to B Score B+ to A



Average (n=26) Above Average (n=35)



100% 42%



58%



High (n=31) Average (n=92) Above Average (n=10)



30% 25% 100%



70% 75%



48



Average (n=26) 92% 8% Above Average 12% 88% Risk-Taking (n=71) High (n=5) 100% Average (n=26) 34% 66% Ego Permeability Above Average 18% 82% (n=76) Average (n=10) 100% Tolerance of Above Average 26% 74% Ambiguity (n=46) High (n=46) 8% 92% Table 2. The comparison of questionnaire score and English subject mark From Table 2, we might gather information about how exactly the motivation of EFL learners in SMP Negeri 1 Gianyar influence their performers in English subject. In general, EFL learners with higher Self-Image have a slightly better performance than they who have lower. Item 1-6, 10 and 22 in the questionnaire present the questions that relate to Self-Image and have proved to have a statistical significance. These items indicate that EFL learners who believe they are a good language learner, have high language learning aptitude, and believe English is important to their future goals, perform better than others. Table 2 is a proof of it. Apparently 100% of EFL learners who belong to Average group have mark between B- to B while more than 50% who belong to Above Average and High group have mark between B+ to A. Only a few of them (below 30%) have a higher Self-Image score but average English mark. Moreover, items 2, 4, 6, 7, 8, 9, 10 and 16 relate to Inhibition and potential hurdles that EFL learner might deal in learning language. EFL learners who are not worry of making mistakes and not easily get nervous in learning English



49



succeed overcoming their hurdles than they who are not. On Table 2, the majority of EFL learners who have average score of Inhibition perform better than their peers who belong to Above Average group. As can be seen on Table 2, 25% of EFL learners who belong to Average group have mark between B- to B while 75% of them have mark B+ to A. Moreover, 100% of EFL learners who belong to Above Average group have mark between 76-85. Items 5, 11-13, 21, 24, 25, and 27 relate to Risk-Taking ability and tendency to be a risk taker. Those items convey EFL learners who scored more in Risk-taking perform better than average group as can be seen on Table 2. The tendency to be risk taker made them eager to learn and do not bound their selves with worry-to-make-mistake feeling. According to Table 2, 92% of EFL learners who belong to Average group have mark between B- to B while 8% of them have mark B+ to A. 12% of EFL learners who belong to group Above Average have mark between 75-86 while 88% of them have mark B+ to A. 100% of EFL learners who belong to High group have mark between B+ to A. Meanwhile, items 1, 3, 5 14, 15, 21-23 are related to Ego Permeability or openness toward foreign culture including language. According to Table 2, EFL learners who scored higher in Ego Permeability advance their friends who scored lower. The higher group then to be more open toward English and that what makes them more adaptable and get used with English itself. EFL learners who belong to Average group, 34% of them have mark B- to B and 66% of them have mark between B+ to A. Meanwhile 18% of student in Above Average group have mark B- to B and the rest 82% have mark between B+ to A.



50



The rest items 4, 16-20, 26 and 27 are related to Tolerance of Ambiguity. It is the ability of EFL learners to deal with uncertainty of language learning, to understand the concept of ambiguity might leads more than certainty. Based on Table 2, EFL learners with higher score in Tolerance of Ambiguity perform better in English subject than their peers who scored lower. As can be seen on Table 2, 100% of student in Average group have mark B- to B. 265 of student in Above Average have mark B- to B while 74% of them have mark B+ to A. 8% of student in High group have mark between B- to B while the rest 92% have mark between B+ to A. From the description above, it can be drawn a conclusion that the higher the level of motivation of learners in SMP Negeri 1 Gianyar, the better they perform in learning EFL.



3.5.1 The Impact of Extrinsic Motivation and Goal-Setting Condition toward EFL Learners Performance in SMP Negeri 1 Gianyar As known before, the minimum mark of every subject in new Curriculum 2013 is B-. The minimum mark here acts as a goal that every student should achieve. Locke and Latham stated goals serve a directive function as they direct attention and effort toward goal-relevant activities and away from irrelevant activities. By knowing the minimum mark the student should achieve, they can focus their attention and effort to get it and even surpass it. The Ministry of Education of Indonesia regulates reward and punishment concept. For students who meet the obligation to get a minimum mark, they will



51



be rewarded by good mark. And for those who do not, they will be given twice opportunities to re-exam. By all means, if the student also failed in the first reexam, they would be given the second chance plus extra time learning. This method is effective because in the collected data none of the student in SMP Negeri 1 Gianyar has lower mark than B- in their report card. According to the interview with Mrs. Sang Ayu Gita, the English teacher, this minimum mark regulation is effective to motivate the students to give their best effort in teaching and learning situation in SMP Negeri 1 Gianyar. This regulation also acts as an approach for the teachers to know their students’ capacity and ability and which one who need extra attention or motivation. Mrs. Sang Ayu Gita also stated “With the support of good teaching and learning system and the right approach, this regulation of minimum mark acts very effective to generate both teachers and students to give their best effort. The new curriculum 2013 is directly proportional with the former regulation of the school that set the minimum mark by score 75. The prove of the effectiveness of this regulation are the student of SMP Negeri 1 Gianyar often come out to get the highest mark in the National Final Exam.” That concludes the impact of external motivation and goal-setting condition in SMP Negeri 1 Gianyar.



3.6



The Relation of Aptitude and Motivation toward Performance of EFL Learners in SMP Negeri 1 Gianyar



After analyzing the aptitude, motivation and their impacts toward EFL learners performance in SMP Negeri 1 Gianyar, the result of MLAT and



52



Questionnaire of motivation with the mark of the students were also compared to find out what is the correlation between both factors and how they relate each others in order to boost the performance of EFL learners in SMP Negeri 1 Gianyar. The types of EFL learners were divided by comparing their score of MLAT and Questionnaire of Motivation. EFL learners are divided into some groups. The result is found there are 7 types of EFL learners in SMP Negeri 1 Gianyar. They are: 1. Poor Aptitude and Average Motivation (PA) 2. Fair Aptitude and Average Motivation (FA) 3. Fair Aptitude and Above Average Motivation (FAA) 4. Good Aptitude and Above Average Motivation (GAA) 5. Good Aptitude and High Motivation (GH) 6. Excellent Aptitude and Above Average Motivation (EAA) 7. Excellent Aptitude and High Motivation (EH)



Amount of student in every type (person) Motivation



Aptitude Average



Above Average



High



Poor



2



-



-



Fair



6



11



-



Good



-



19



28



Excellent



-



14



22



Table 3. The types of student according to aptitude and motivation score



53



As can be seen on Table 3, the number of EFL learners who belong to PA type is 2 or 2% of total respondents of 102. 6 or 6% learners belong to FA type. 11 learners or 11% belong to FAA while. 19 learners or 19% belong to GAA while 28 or 27% learners belong to GH type. 14 or 14% learners belong to EAA type while the rest 22 learners or 21% belong to EH type. Average English Type Mark Poor Aptitude and Average Motivation (PA)



B-



Fair Aptitude and Average Motivation (FA)



B-



Fair Aptitude and Above Average Motivation (FAA)



B



Good Aptitude and Above Average Motivation (GAA)



B+



Good Aptitude and High Motivation (GH)



B+



Excellent Aptitude and Above Average Motivation (EAA)



A-



Excellent Aptitude and High Motivation (EH)



A



Table 4. Average English mark of EFL learners in every type On Table 4, the English mark of each type of EFL learners were compared and it is found that the result is quite satisfying. EFL learners who belong to PA group have in average mark of B-. Learners who belong to FA have in average mark of B- while they who belong to FAA have higher average mark of B. Also learners who belong to GAA have mark in average of B+ while they who belong to group GH have similar average mark B+. On one hand, EFL learners who belong to EAA group have average English mark A- while on the other hand the rest EFL learners have average mark A.



54



According to Table 4, The Poor Aptitude and Average Motivation (PA) and Fair Aptitude and Average Motivation (FA) type learners perform worse than their peers in other types. According to the data, 2% or 2 learners who belong to PA and 6% of them who belong FA still have a quite low mark in English (in average mark of B-) since the minimum standard of subject mark in Curriculum 2013 is B-. A slightly different result is shown in the Fair Aptitude and Above Average Motivation (FAA) type. 11% or 11 EFL learners have average mark of B. In a similar type but with some higher aptitude like the Good Aptitude and Above Average Motivation type (GAA), EFL learners have a better mark that is B+. Aptitude might be a persistent factor because it is natural but still motivation can be built. With higher level of motivation, EFL learners who belong to this type are able to catch up with their peer with higher aptitude. It is surprising that aptitude is not the only factor which plays a role in learner’s performance. 27% or 28 EFL learners who belong to Good Aptitude and High Motivation (GH) type adequately perform even better than their peers 19% or 19 EFL learners who have less motivation in GAA. EFL in GH has average mark by A- while their peer in GAA got B+. It is a proof that EFL learners with the higher motivation level, positive self-image and eagerness to learn are able to prove their worth. From Table 4, it might also be gathered information that the combination of aptitude and motivation like in the Excellent Aptitude and High Motivation (EH) type boost EFL learners’ performance in English to the fullest. It is proved



55



by the average English mark gotten by the EFL learners in this type are considerably high (A). 21% or 22 of them, who have excellent language–learning aptitude and are also highly-motivated in doing so, respectably perform much better than their peers. From all the result, it is also gathered an information about how both factors Language Learning Aptitude and Motivation support each other in influencing the performance of EFL learners in SMP Negeri 1 Gianyar. EFL learners who have slightly lower aptitude are helped by their level of motivation and also vice versa. The result found is met with the theory proposed by experts that the higher level of someone’s aptitude and motivation, the better their performance in learning a foreign language especially in this study is English.



CHAPTER IV CONCLUSION



Language-learning aptitude refers simply to the inherent ability or talent and specific in area of performance of language while motivation is defined as a drive that influences behavior, both intrinsic and extrinsic motivation. In the case of language–learning, learners who have a high aptitude are promising in learning foreign language because they have a better understanding in phonetic coding of language, they tend to be more sensitive in grammatical of language and also have better inductive learning ability. On the other hand, learners who have a high motivation in foreign language learning tend to have a positive attitude and selfimage, eagerness to learn and good confidence which is also resulting in success of learning a foreign language. Both of the factors are prediction tool in order to measure the performance of learner in learning foreign language. In this study, a research about performance of Indonesian Junior High students of SMP Negeri 1 Gianyar in learning a foreign language, English, was taken. Through the Modern Language Aptitude Test, it is found that aptitude plays a role in impacting students’ performance in learning English. The MLAT showed EFL learners in this school generally have Good language Aptitude motivation. From 102 respondents, 12 students (12%) belong to group P with score range below 55. 18 students (17%) belong to group F with score range 56-70, 56 students (55%) of them belong to group G which they scored in range of 71-85, while the rest 16 students (16%) belong to group E with score range 86-100. The



57



58



impacts of aptitude of EFL learners toward their performance in English also found quite satisfying. The aptitude and English mark of the students is directly proportional. It is proved by students in group Excellent with average aptitude score of 88, got A in their English mark, while students in group Good who scored 82 in aptitude, got in average B+ for their English mark. On one hand, students who belong to group F scored 69 in aptitude and have B in English mark. On the other hand, students who belong to group P scored 55 in aptitude got B- in English. Meanwhile, motivation questionnaire showed that generally EFL learners in this school have above average motivation level. By the scale from 0-64 for scoring each category, it was found EFL learners in SMP Negeri 1 Gianyar generally have above average motivation toward English subject. It is proved by the mean score of every category; Self-Image 38.4, Inhibition 25.5, Risk-Taking 40.1, Ego Permeability 41.2 and Ambiguity 44.5. The impacts of the motivation toward students’ performance in English are proved by the comparison of questionnaire score with the English mark of the students. 50% or more students who belong to group Above Average or High have score range 86-100. The external motivation and goal setting condition in SMP Negeri 1 Gianyar that set in form of a regulation of minimum mark by The Ministry of Education of Indonesia for every subject that is B-, is effective in impacting the EFL learners to give their best effort in teaching and learning situation. According to the English teacher, the regulation of the new Curriculum 2013 by the Ministry of Education of Indonesia is in line with the former regulation of SMP Negeri 1



59



Gianyar that set minimum mark of 75 which has impacted in achievement of students of SMP Negeri 1 Gianyar that often come out to get the highest mark in National final Exam. In the relation of the two factors, the combination of both excellent aptitude and high level of motivation boost EFL learners’ performance to the fullest. As for detail, 2% of EFL learners who belong to PA group have in average mark of B-. 6% of learners who belong to FA have in average mark of B- while 11% of learners who belong to FAA have higher average mark of B. Also 19% of learners who belong to GAA have mark in average of B+ while 27% who belong to group GH have slightly higher average mark B+. On one hand, 14% of EFL learners who belong to EAA group have average English mark A- while on the other hand the rest 22% EFL learners have average mark A. The aptitude is what learner brought from birth that it is hard to proceed but motivation is born from learners inner and environments which can be built.



BIBLIOGRAPHY



Appel, R. and Muysken, P. (1987). Language contact and bilingualism. London: Edward Arnold. Carroll, John B & Sapon, Stanley M. 1959. Modern Language Aptitude Test, Form A. New York: The Psychological Corporation. Carroll, John B. 1971. Implications of Aptitude Test Research and Psycholinguistic Theory for Foreign Language Teaching. New Jersey: Educational Testing Service, Princeton. 15p.; Paper presented at XVIIth International Congress, International Association of Applied Psychology, Liege, Belgium, July 27, 1971. Princeton: New Jersey: Educational Testing Service Cenoz, J.: 2001, Three languages in contact: Language attitudes in the Basque Country, in D. Lasagabaster and J. M. Sierra (eds.), Language Awareness in the Foreign Language Classroom, Zarauz, University of the Basque Country. Deci, Edrward L. & Ryan, Richard M. 2000. Self-Determination Theory and the Faciliation of Intrinsic Motivation, Social Development, and Well-Being. New York: University of Rochester: American Psychologists Association Inc. Dörnyei, Z. 2005. The psychology of the language learner: Individual differences in second language acquisition: Mahweh ; London : Lawrence Erlbaum. Dörnyei, Z., & Csizér, K. 1998. Ten commandments for motivating language learners: results of an empirical study. Language Teaching Research, 2(3), 203-229. Fasold, R. 1987. The sociolinguistics of society. Oxford, UK: Blackwell Gardner, R. C. (2001). Integrative motivation and second language acquisition. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 1-19). Honolulu: University of Hawai'i Press. http://dictionary.cambridge.org/dictionary/british/ http://www.blackwellreference.com/public/tocnode?id=g9780631214823_chunk_ g97806312148239_ss1-3 http://www.brighthubeducation.com/language-learning-tips/70729-definingsecond-language-acquisition/ 60



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http://www.collinsdictionary.com/dictionary/english/ http://www.grammar.about.com/od/e/g/English-As-A-Foreign-Language-Efl.htm by Richard Nordquist http://www.kumon.co.uk/blog/is-learning-a-foreign-language-good-for-kids-at-ayoung-age/ http://www.merriam-webster.com/dictionary http://www.sil.org/. 1998. Language Learning Attitudes Questionnaire. Kocić, A. 2010. The Effects of Aptitude on Language Learning. Komunikacija i kultura online: Godina I, broj 1. Locke, E. A., & Latham, G. P. 1990. A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice-Hall. Oxford Advanced Learner’s Dictionary – 7th Edition Reed, Dan. 2001. MLAT Example, Part III. Rodiki, J. 2006. Attitudes and Motivation and Their Impaacts on the Performance of Young English as Foreign Language Learners. Cyprus: Ministry of Education and Culture of Cyprus. Available on Journal of Language and Learning Volume 5 Number 1 2006 Skehan, P. (1989). Individual differences in second language learning. Great Britain: Chapman and Hall, Inc. Skehan, P. (1998). A cognitive approach to language learning: New York: Oxford University Press New York. Sturgeon, Michael. 2006. Aptitude, Attitude and Motivation as Predictors in Foreign Language Learning. Presented in Ukraine Scientific Learning Conference 2006. Available in https://www.academia.edu/213230/Aptitude_Attitude_and_Motivation_as_ Predictors_in_Foreign_Language_Learning Sugimoto, Toyohisa and team. 2007. Exploring the Role of Attitude, Motivation and Gender in EFL Learning. Tokyo, Japan: Seijo University. Wood, Elisabeth J. 2007. Boix & Stokes: The Oxford Handbook of Comparative Politics; Chapter 5.



NO 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31



Name I Putu Ade Bhuana Saputra Adelia Mandayani I Kadek Adhi Antara Putra I Putu Agus Aldi Suarthawan I Kadek Agus Artana Md Agus Budi Rama Alifia Divana Ayu Swastikaningrum Kadek Alit Puspadewanti Ni Putu Ayu Anggreni W Dewa Ayu Putu Swandewi Anak Agung Gede Bagus Widnyana I Pt Bayu Suda David Sanjaya Artha Putu Dea Trishna Yoganitri Made Diah Laksmi Puspitasari Putu Diah Puspita Dewi Luh Putu Eka Mahawari Km Evrida Oktentia I Made Ganna Satria Anggadha I Made Indra Wahyudi I Putu Gede Indra Beratha I Made Jana Narendra Ni Putu Kurnia Dewi Ni Putu Lena Anggreni I Md Surya Adi Utama I Wy Tabah Anantha Suara Ni Luh Trisyana Utari Dewik Ni Kadek Widyantari Anak Agung Windari Kemala Santhi Kadek Wisnu Kencana Sang Ayu Putu Wulan Sukmawati



Class



SelfImage



Inhibition



RiskTaking



VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A



50 38 36 42 38 38 36 54 42 48 36 36 28 32 42 38 40 32 28 34 46 46 46 42 44 46 46 38 42 42 46



18 22 22 26 20 22 22 18 26 26 22 22 38 30 26 26 18 30 38 32 18 26 26 22 22 18 22 22 26 20 22



46 44 44 38 40 44 44 50 38 38 44 44 32 34 38 38 46 34 32 34 50 38 36 42 38 38 36 54 42 48 36



Ego Tolerance of Permeability Ambiguity 46 46 46 42 44 46 46 38 42 42 46 46 34 34 42 36 46 34 34 34 46 44 44 38 40 44 44 50 38 38 44



52 50 48 44 44 50 48 52 44 44 48 48 34 38 44 42 52 38 34 36 50 48 44 44 50 48 52 44 46 42 54



32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65



I Putu Yoga Pratama I Wayan Yosa Virgana K Ni Wayan Yunita Wijaya Putri Luh Ade Arista Yunika Ida Ayu Adenia Priestina Ananda I Gede Agus Eka Putra Putu Aldi Tusan Ananda Putra Perdana Gst.A.Gd. A. Ananda Surya Utama Ida Bagus Ananta Darma I Made Angga Yudistira Putu Audi Pasuatmadi Ayu Arta Paramita Ni Ketut Ayunia Istiari I Dewa Putu Bagus Merta Anom Ngk Made Cahaya Dwika Kusuma Kadek Dedi Saputra Dewa Ayu Agung Devina Sri Jayanti Luh Putu Devi Laksmi Gayatri Putu Ayu Diah Damayanti Ni Putu Finna Kartika Sarimertha Hafid Rizky Fiyantoko Ni Kadek Ayu Junia Maharani Dw Gd Krisna Agawan Putra Putu Meliyananda Putri Maharani Desak Putu Novi Arietia Dewi I Dw Ayu Pradnya Santika Dewi Dw Pt Gd Rahma Suryadita Dw Ayu Ratih Wiranti Rendang Ni Kadek Septariani Luh Gde Silvia Deviana I.A.Sintya Rahmawati Anak Agung Sri Amrita Suri Ratna Ni Wayan Sri Wahyuni



VIII A VIII A VIII A VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C



46 34 34 42 36 46 34 34 34 46 44 44 38 40 44 44 50 38 38 44 44 32 34 38 38 46 52 50 48 44 44 50 48 52



22 30 26 26 18 30 38 32 28 18 26 26 22 22 18 22 22 26 20 22 22 30 26 26 22 22 18 26 26 22 22 38 30 26



36 28 32 42 38 40 32 28 34 50 38 36 42 38 38 36 54 42 48 36 36 50 38 36 42 38 38 36 54 42 48 36 36 28



44 32 34 38 38 46 34 32 34 46 46 46 42 44 46 46 38 42 42 46 46 34 34 42 36 46 34 34 40 32 28 34 50 38



48 38 34 42 38 34 36 36 36 52 50 48 44 44 50 48 52 44 44 48 48 34 38 44 42 52 38 34 36 40 32 28 34 50



66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99



A A Gd Swadana Kumara Putra Anak Agung Bagus Widrama Sunu I Gusti Ngurah Yoga Pebrinata Putu Alvin Hary Andrianto Pande Nyoman Andita Darma Kusuma Ni Putu Arista Dewi Komala Sari Luh Ade Arista Yunika Ida Ayu Adenia Priestina Ananda I Gede Agus Eka Putra Putu Aldi Tusan Ananda Putra Perdana Gst.A.Gd. A. Ananda Surya Utama Ida Bagus Ananta Darma I Made Angga Yudistira Putu Audi Pasuatmadi Ayu Arta Paramita Ni Ketut Ayunia Istiari I Dewa Putu Bagus Merta Anom Ngk Made Cahaya Dwika Kusuma Kadek Dedi Saputra Dewa Ayu Agung Devina Sri Jayanti Luh Putu Devi Laksmi Gayatri Putu Ayu Diah Damayanti Ni Putu Finna Kartika Sarimertha Hafid Rizky Fiyantoko Ni Kadek Ayu Junia Maharani Dw Gd Krisna Agawan Putra Putu Meliyananda Putri Maharani Desak Putu Novi Arietia Dewi I Dw Ayu Pradnya Santika Dewi Dw Pt Gd Rahma Suryadita Dw Ayu Ratih Wiranti Rendang Ni Kadek Septariani Luh Gde Silvia Deviana



VIII C VIII C VIII C VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E



44 44 48 48 34 38 44 42 52 38 34 36 50 48 44 44 50 48 52 44 46 42 54 48 38 34 42 38 34 36 36 36 52 50



26 18 30 38 32 18 26 26 22 22 18 22 22 26 20 18 22 22 26 20 22 22 30 26 26 22 22 18 26 26 22 22 22 30



32 42 38 40 32 28 34 46 46 46 42 44 46 46 38 42 42 46 46 34 34 42 36 46 34 34 34 46 44 44 38 40 44 44



36 42 38 38 36 54 42 48 36 36 50 38 36 42 38 38 36 54 42 48 50 48 44 44 50 48 52 44 46 42 54 48 38 50



38 36 42 38 38 36 54 42 48 36 36 50 38 36 42 38 38 36 54 42 48 50 48 44 44 50 48 52 44 46 42 54 48 38



100 101 102



I.A.Sintya Rahmawati Anak Agung Sri Amrita Suri Ratna Ni Wayan Sri Wahyuni



VIII E VIII E VIII E



48 44 44



26 26 22



50 38 38



48 44 44



50 48 44



NO 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31



Name I Putu Ade Bhuana Saputra Adelia Mandayani I Kadek Adhi Antara Putra I Putu Agus Aldi Suarthawan I Kadek Agus Artana Md Agus Budi Rama Alifia Divana Ayu Swastikaningrum Kadek Alit Puspadewanti Ni Putu Ayu Anggreni W Dewa Ayu Putu Swandewi Anak Agung Gede Bagus Widnyana I Pt Bayu Suda David Sanjaya Artha Putu Dea Trishna Yoganitri Made Diah Laksmi Puspitasari Putu Diah Puspita Dewi Luh Putu Eka Mahawari Km Evrida Oktentia I Made Ganna Satria Anggadha I Made Indra Wahyudi I Putu Gede Indra Beratha I Made Jana Narendra Ni Putu Kurnia Dewi Ni Putu Lena Anggreni I Md Surya Adi Utama I Wy Tabah Anantha Suara Ni Luh Trisyana Utari Dewik Ni Kadek Widyantari Anak Agung Windari Kemala Santhi Kadek Wisnu Kencana Sang Ayu Putu Wulan Sukmawati



Class



Number Learning



Phonetic Script



Spelling Cues



VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A



100 100 90 100 90 90 100 100 100 100 90 100 80 90 100 100 100 100 90 70 100 90 100 100 100 100 90 100 100 100 100



100 100 100 100 100 90 100 100 100 100 100 100 70 100 100 100 100 100 100 100 100 50 100 100 100 100 90 100 90 100 100



90 40 60 30 90 70 60 50 40 50 60 60 60 70 60 60 40 40 50 40 50 20 30 30 90 50 80 30 30 50 60



Word in Paired Sentences Association 87.5 50 75 50 87.5 75 62.5 62.5 62.5 62.5 75 37.5 62.5 37.5 62.5 50 62.5 50 62.5 87.5 75 62.5 50 37.5 87.5 62.5 62.5 25 50 62.5 50



100 90 50 100 100 100 100 100 100 100 100 100 70 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 90



Total



Average



477.5 380 375 380 467.5 425 422.5 412.5 402.5 412.5 425 397.5 342.5 397.5 422.5 410 402.5 390 402.5 397.5 425 322.5 380 367.5 477.5 412.5 422.5 355 370 412.5 400



95.5 76 75 76 93.5 85 84.5 82.5 80.5 82.5 85 79.5 68.5 79.5 84.5 82 80.5 78 80.5 79.5 85 64.5 76 73.5 95.5 82.5 84.5 71 74 82.5 80



32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65



I Putu Yoga Pratama I Wayan Yosa Virgana K Ni Wayan Yunita Wijaya Putri Luh Ade Arista Yunika Ida Ayu Adenia Priestina Ananda I Gede Agus Eka Putra Putu Aldi Tusan Ananda Putra Perdana Gst.A.Gd. A. Ananda Surya Utama Ida Bagus Ananta Darma I Made Angga Yudistira Putu Audi Pasuatmadi Ayu Arta Paramita Ni Ketut Ayunia Istiari I Dewa Putu Bagus Merta Anom Ngk Made Cahaya Dwika Kusuma Kadek Dedi Saputra Dewa Ayu Agung Devina Sri Jayanti Luh Putu Devi Laksmi Gayatri Putu Ayu Diah Damayanti Ni Putu Finna Kartika Sarimertha Hafid Rizky Fiyantoko Ni Kadek Ayu Junia Maharani Dw Gd Krisna Agawan Putra Putu Meliyananda Putri Maharani Desak Putu Novi Arietia Dewi I Dw Ayu Pradnya Santika Dewi Dw Pt Gd Rahma Suryadita Dw Ayu Ratih Wiranti Rendang Ni Kadek Septariani Luh Gde Silvia Deviana I.A.Sintya Rahmawati Anak Agung Sri Amrita Suri Ratna Ni Wayan Sri Wahyuni



VIII A VIII A VIII A VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C



100 100 100 100 100 80 70 70 90 90 80 80 70 70 70 70 90 80 80 70 70 70 70 50 90 90 80 80 70 70 70 70 70 70



100 100 100 80 80 90 70 60 100 90 90 80 80 80 70 70 90 90 80 80 80 70 70 90 100 90 90 80 70 60 80 80 70 70



40 60 80 70 70 70 50 50 90 70 70 70 60 60 60 60 70 70 70 60 60 60 60 70 90 70 70 70 50 50 60 60 60 60



37.5 37.5 87.5 87.5 87.5 75 50 50 87.5 75 75 62.5 62.5 50 75 50 75 75 62.5 62.5 50 75 50 75 87.5 75 75 62.5 50 50 62.5 50 75 50



90 100 100 100 90 90 60 60 100 100 90 90 80 80 70 70 100 90 90 80 80 70 70 90 50 100 90 90 60 60 80 80 70 70



367.5 397.5 467.5 437.5 427.5 405 300 290 467.5 425 405 382.5 352.5 340 345 320 425 405 382.5 352.5 340 345 320 375 417.5 425 405 382.5 300 290 352.5 340 345 320



73.5 79.5 93.5 87.5 85.5 81 60 58 93.5 85 81 76.5 70.5 68 69 64 85 81 76.5 70.5 68 69 64 75 83.5 85 81 76.5 60 58 70.5 68 69 64



66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99



A A Gd Swadana Kumara Putra Anak Agung Bagus Widrama Sunu I Gusti Ngurah Yoga Pebrinata Putu Alvin Hary Andrianto Pande Nyoman Andita Darma Kusuma Ni Putu Arista Dewi Komala Sari Anak Agung Gede Agung Baladhika I Wayan Budi Wicaksana I Wayan Gede Krisnu Winata Ni Kadek Ditya Widnyani I Kadek Dwipa Nugraha I Kadek Dwi Agastya Ni Kadek Dwi Visiani Gusti Ngurah Diego Wiguna Ellena Ng Ni Made Eny Primawardani N. Bagus Erlangga Adi Sukarsa Kadek Indra Kurniawan Ni Putu Irma Yuniari I Dewa Gede Agung Krisna Bayu Ni Putu Laksmi Dewi Putu Gede Lila Gargamunih Dewi Putu Mahendrayana I Wayan Marta Gandana I Gusti Ngurah Oko Surya Wirawan Kdk Bagus Putra Kesawa Vedanta Komang Putri Saras Utami A.A. Istri Risma Oktiari I Gede Santiyasa Satria Adiyatma Hans A.A.Istri Serena Pasha Dewa Ayu Sri Puji Utari Ni Wayan Suwintari Syahrifah Shinta



VIII C VIII C VIII C VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E



90 50 80 80 80 70 70 100 60 100 100 70 70 90 90 80 80 80 80 90 90 80 80 70 70 100 100 70 70 50 70 60 90 80



100 90 90 80 90 70 60 100 100 80 80 70 60 100 90 90 80 90 90 100 90 90 80 70 60 100 100 80 80 70 70 100 90 90



90 70 70 70 70 50 50 90 80 70 70 50 50 90 70 70 70 70 70 90 70 70 70 50 50 90 80 60 60 60 60 90 70 70



87.5 75 75 62.5 75 50 50 87.5 100 87.5 87.5 50 50 87.5 75 75 62.5 75 75 87.5 75 75 62.5 50 50 87.5 100 62.5 50 75 50 87.5 75 75



100 100 90 90 90 60 60 100 100 100 90 60 60 100 100 90 90 50 90 100 100 90 90 60 60 100 100 80 80 70 70 100 100 90



467.5 385 405 382.5 405 300 290 477.5 440 437.5 427.5 300 290 467.5 425 405 382.5 365 405 467.5 425 405 382.5 300 290 477.5 480 352.5 340 325 320 437.5 425 405



93.5 77 81 76.5 81 60 58 95.5 88 87.5 85.5 60 58 93.5 85 81 76.5 73 81 93.5 85 81 76.5 60 58 95.5 96 70.5 68 65 64 87.5 85 81



100 101 102



Ni Made Tasyarani Ni Made Widya Adnyani Kadek Yuma Kusuma Dewi



VIII E VIII E VIII E



60 80 90



80 90 100



70 70 90



62.5 75 87.5



90 90 100



362.5 405 467.5



72.5 81 93.5



NO 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45



Name I Putu Ade Bhuana Saputra Adelia Mandayani I Kadek Adhi Antara Putra I Putu Agus Aldi Suarthawan I Kadek Agus Artana Md Agus Budi Rama Alifia Divana Ayu Swastikaningrum Kadek Alit Puspadewanti Ni Putu Ayu Anggreni W Dewa Ayu Putu Swandewi Anak Agung Gede Bagus Widnyana I Pt Bayu Suda David Sanjaya Artha Putu Dea Trishna Yoganitri Made Diah Laksmi Puspitasari Putu Diah Puspita Dewi Luh Putu Eka Mahawari Km Evrida Oktentia I Made Ganna Satria Anggadha I Made Indra Wahyudi I Putu Gede Indra Beratha I Made Jana Narendra Ni Putu Kurnia Dewi Ni Putu Lena Anggreni I Md Surya Adi Utama I Wy Tabah Anantha Suara Ni Luh Trisyana Utari Dewik Ni Kadek Widyantari Anak Agung Windari Kemala Santhi Kadek Wisnu Kencana Sang Ayu Putu Wulan Sukmawati I Putu Yoga Pratama I Wayan Yosa Virgana K Ni Wayan Yunita Wijaya Putri Luh Ade Arista Yunika Ida Ayu Adenia Priestina Ananda I Gede Agus Eka Putra Putu Aldi Tusan Ananda Putra Perdana Gst.A.Gd. A. Ananda Surya Utama Ida Bagus Ananta Darma I Made Angga Yudistira Putu Audi Pasuatmadi Ayu Arta Paramita Ni Ketut Ayunia Istiari



Class



English Mark



VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII A VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C



A A ABBB B BAA B+ B+ B+ B B BAA B+ B+ B+ A A ABBB B BAA B+ B+ B+ AAB+ B+ AA B+ B+ B B A



46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92



I Dewa Putu Bagus Merta Anom Ngk Made Cahaya Dwika Kusuma Kadek Dedi Saputra Dewa Ayu Agung Devina Sri Jayanti Luh Putu Devi Laksmi Gayatri Putu Ayu Diah Damayanti Ni Putu Finna Kartika Sarimertha Hafid Rizky Fiyantoko Ni Kadek Ayu Junia Maharani Dw Gd Krisna Agawan Putra Putu Meliyananda Putri Maharani Desak Putu Novi Arietia Dewi I Dw Ayu Pradnya Santika Dewi Dw Pt Gd Rahma Suryadita Dw Ayu Ratih Wiranti Rendang Ni Kadek Septariani Luh Gde Silvia Deviana I.A.Sintya Rahmawati Anak Agung Sri Amrita Suri Ratna Ni Wayan Sri Wahyuni A A Gd Swadana Kumara Putra Anak Agung Bagus Widrama Sunu I Gusti Ngurah Yoga Pebrinata Putu Alvin Hary Andrianto Pande Nyoman Andita Darma Kusuma Ni Putu Arista Dewi Komala Sari Anak Agung Gede Agung Baladhika I Wayan Budi Wicaksana I Wayan Gede Krisnu Winata Ni Kadek Ditya Widnyani I Kadek Dwipa Nugraha I Kadek Dwi Agastya Ni Kadek Dwi Visiani Gusti Ngurah Diego Wiguna Ellena Ng Ni Made Eny Primawardani N. Bagus Erlangga Adi Sukarsa Kadek Indra Kurniawan Ni Putu Irma Yuniari I Dewa Gede Agung Krisna Bayu Ni Putu Laksmi Dewi Putu Gede Lila Gargamunih Dewi Putu Mahendrayana I Wayan Marta Gandana I Gusti Ngurah Oko Surya Wirawan Kdk Bagus Putra Kesawa Vedanta Komang Putri Saras Utami



VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII C VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E



AA ABBB+ B BAA B+ B+ B B BAA B+ B+ B+ AB+ B+ B B BB+ B+ AB B BAA B+ B+ BAA B+ B B+ A A BAA



93 94 95 96 97 98 99 100 101 102



A.A. Istri Risma Oktiari I Gede Santiyasa Satria Adiyatma Hans A.A.Istri Serena Pasha Dewa Ayu Sri Puji Utari Ni Wayan Suwintari Syahrifah Shinta Ni Made Tasyarani Ni Made Widya Adnyani Kadek Yuma Kusuma Dewi



VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E VIII E



B+ B+ B B B BAA B+ A-



Nama : Kelas : Sekolah:



The Modern Language Aptitude Test - atau MLAT - memprediksi seberapa baik Anda mungkin belajar bahasa asing. Tes ini memiliki lima bagian yang berbeda yang menguji keterampilan yang berbeda yang Anda butuhkan untuk berhasil dalam belajar bahasa. Instruksi juga akan ditampilkan pada awal setiap bagian, sehingga Anda tidak perlu mencerna semuanya sekaligus! Tes ini memakan waktu sekitar 30 menit untuk diselesaikan Modern Language Aptitude Test ( MLAT ) dikembangkan untuk mengukur bakat belajar bahasa asing. Anda tidak perlu pernah belajar bahasa asing untuk melakukannya dengan baik dalam tes ini. Meskipun hampir semua orang bisa belajar bahasa asing apabila diberi kesempatan yang memadai, tes bakat bahasa seperti ini adalah "prediksi seberapa baik relatifnya seseorang dapat belajar bahasa asing dalam jumlah waktu tertentu dan dalam kondisi tertentu."



Sebagai data pembanding silahkan cantumkan nilai mata pelajaran Bahasa Inggris pada rapot terbaru. Bahasa Inggris



:……………



Silahkan buka halaman berikutnya



Bagian Pertama – Number Learning Anda akan belajar angka dalam bahasa baru . Pada bagian ini, Anda akan mempelajari nama-nama angka dalam bahasa baru. Selanjutnya, Anda akan mendengar nama-nama yang diucapkan melalui audio, dan Anda akan diminta untuk menuliskan angka-angka ini. Misalnya, jika Anda mendengar seseorang mengatakan jumlah "tujuh belas" dalam bahasa Inggris, Anda akan menuliskan 17. Tapi dalam tes in, Anda akan mendengar angka dalam bahasa baru. Anda akan mendengar beberapa petunjuk dibacakan. Audio kemudian akan mengajarkan Anda beberapa angka. Perhatikan audio dengan seksama, berikutnya Anda akan diberikan pertanyaan berdasarkan apa yang Anda pelajari. Ada 10 pertanyaan.



Jawaban 1.



6.



2.



7.



3.



8.



4.



9.



5.



10.



Silahkan melanjutkan ke bagian kedua



Bagian Kedua – Phonetic Script Bagian ini dirancang untuk mengukur kemampuan asosiasi suara - simbol, yang adalah kemampuan untuk mempelajari korelasi antara bunyi ujaran dan simbol tertulis. Pertama, Anda akan belajar simbol fonetik untuk beberapa suara bahasa Inggris umum. Untuk setiap pertanyaan, Anda akan mendengar satu set dari empat suku kata yang terpisah. Setiap suku kata dieja akan dieja menurut pengucapannya. Sebuah rekaman suara akan menunjukkan suara untuk Anda dengan mengucapkan setiap suku kata dalam 5 set di bawah ini: 1. “bot” „but”



“bok” “buk”



2. “bok” “buk”



“bov” “bof”



3. “geet” “gut”



“beet” “but”



4. “beek” “beev” “but” “buv” 5. “geeb” “geet”



“buf” “but”



Silahkan berikan tanda (x) pada pilihan yang anda anggap benar Jawaban: 1.



2.



3.



7.



8.



a. “bok”



c. “bot”



b. “buk”



d. “but”



a. “bov”



c. “bok”



b. “buv”



d. “gut”



a. “gut”



c. “geet”



b. “but”



d. “buk”



a. “geeb”



c. “beek”



b. “beev”



d. “beet”



a. “gut”



c. “beev”



b. “geeb”



d. “bov “



4.



5.



6.



9.



10.



a. “but”



c. “gut”



b. “bok”



d. “buk”



a. “beek”



c.”beev”



b. “beet”



d. “geet”



a. “bot”



c. “bov”



b. “geet”



d. “gut”



a. “geet”



c. “beet”



b. “beev”



d. “but”



a. “bov “



c. “but”



b. “bot”



d. “buf”



Bagian ketiga – Spelling Cues Bagian ini dirancang untuk menguji pengetahuan Anda tentang kosa kata bahasa Inggris serta kemampuan asosiasi suara - simbol. Kata-kata bahasa Inggris dalam pertanyaan tidak ditulis seperti biasa melainkan cara pengucapaannya. Tugas Anda adalah untuk mengenali kata yang terselubung itu. Untuk menunjukkan bahwa Anda mengenali kata yang terselubung, jawablah salah satu dari lima kata di bawahnya yang bersinonim atau memiliki maknanya paling mendekati dari kata terselubung . Bila Anda menemukan kata yang tepat, langsung berikan tanda ( x ). Ada 10 pertanyaan. Anda hanya memiliki 10 detik untuk menjawab masing-masing. 1. kloz a. dress b. nearby c. stick



6. ciip d. giant e. relatives



2. restrnt a. food b. self-control c. sleep



d. space explorer e. drug



5. siik a. ill b. leather c. fun



a. food b. book c. body part



d. contest e. clear



8. peiper d. gifts e. forecasts



4. grbj a. car port b. seize c. boat



d. fries e. bird



7. rais



3. prezns a. kings b. explanations c. dates



a. not expensive b. little chicken c sweet.



a. king b. spicy c. book



d. root e. abroad



9. koler d. boast e. waste



d. look for e. number



a. paint b. refrigerator c. curtain 10. smail a. tiny b. happy face c. utensils



d. neckline e. chill



d. escargot e. footwear



Bagian Keempat – Word in Sentences Kata-kata dalam Kalimat akan mengukur kepekaan Anda mengenai struktur gramatikal. Dalam setiap pertanyaan berikut ini, kita akan sebut kalimat pertama sebagai 'kalimat kunci'. Satu kata dalam kalimat kunci akan digarisbawahi dan dicetak dalam huruf kapital. Tugas Anda adalah untuk memilih huruf dari kata dalam kalimat kedua yang memainkan peran yang sama dalam kalimat itu sebagai kata yang digarisbawahi dalam kalimat kunci. Ada 8 pertanyaan dalam bagian ini . Contoh soal: JOHN took a long walk in the woods. Children in blue jeans were singing and dancing in the park. A B C D E Anda akan memilih " A " karena kalimat kunci adalah tentang " John " dan yang kedua tentang “Children" . Soal 1. MARY is happy. From the look on your face, I can tell that you must have had a bad day. A B C D E 2. The doctor‟s daughter looks PALE The stars in the night sky are so shiny that everyone‟s eyes will turn into them A B C D E 3. We wanted to go out, BUT we were too tired. Because of our extensive training, we were confident when we were out sailing, A B C yet we were always aware of the potential dangers of being on the lake. D E 4. John said THAT Jill liked chocolate. In our class, that professor claimed that he knew that girl on the television news. A B C D E 5. The officer gave me a TICKET! When she went away to college, the young man‟s daughter wrote him the most



A B beautiful letter that he had ever received. D E



C



6. My mother used to buy me DRESSES Right after the time July arrived at the airport, she gave some chocolates she bought to me



A



B



C



D



E 7. George has stopped drinking alcohol BECAUSE OF his health issue Due to the enforcement of the new regulation of the city, every citizen is obliged to A



B



C



participate in the social activity. D



E



8. JENNY participated the auction in order to get rare goods as collection As the sun set in the western coast, the fishermen started packed up and A



B



heading to The John. D



E



Silahkan lanjutkan ke halaman berikutnya



C



Bagian Kelima – Paired Association 'Asosiasi Paduan' dirancang untuk menguji memori Anda yang merupakan bagian penting dari proses belajar bahasa asing. Tugas Anda di sini adalah untuk menghafalkan set kosakata di bawah ini. Hanya ada 12 pasang kata untuk dihafalkan, dan Anda akan memiliki 1 menit 20 detik untuk meninjau kata-kata sebelum diujikan. Catatan : Anda tidak diperbolehkan melihat kembali kosakata setelah 1 menit 20 detik ... Maya



--



English



c‟on



gun



si‟



wood



k‟ab



hand



kab



juice



bat



ax



pal



son



xu‟ux



basket



mis



cat



che‟



tree



ka‟an



sky



munyal



cloud



ch‟iich‟



bird



Dilarang melihat ke halaman sebelumnya! Pilih salah satu yang kamu anggap paling benar!



1. bat A. animal B. stick C. jump D. ax E. stone



6. pal A. chief B. son C. friend D. gold E. boat



2. kab A. juice B. cart C. corn D. tool E. run



7. mis A. bird B. tree C. girl D. cat E. dog



3. c’on A. story B. gun C. eat D. mix E. bird



8. Xu’ux A. basket B. garbage C. cricket D. gun E. sky



4. k’ab A. road B. tree C. yell D. fish E. hand



9. munyal A. stick B. cloud C. space D. horse E. hair



5. si‟ A. look B. yes C. forgive D. cook E. wood



10. Ch‟iich‟ A. nature B. door C. bird D. no E. fly



Kuesioner Sikap Pembelajaran Bahasa Isilah kuesioner berikut, berikan komentar sesuai dengan petunjuk apakah Anda setuju atau tidak setuju dengan masing-masing pernyataan . Hal ini untuk diri sendiri bukan untuk orang lain, sehingga jawablah sejujur mungkin. Nama : Kelas : Sekolah: Petujuk: Isilah bagian kosong di belakang pernyataan dengan salah SATU pilihan di bawah ini. SS = Sangat Setuju , S = Setuju , RR= Ragu-Ragu , TS = Tidak Setuju , STS = Sangat Tidak Setuju Contoh: Pemain sepak bola Spanyol jauh lebih hebat daripada pemain sepakbola Brazil.__SS__ 1 . Saya pikir saya adalah pembelajar Bahasa Inggris yang cukup baik. _____________ 2 . Mempelajari Bahasa Inggris mungkin penting untuk cita-cita saya, tapi saya kira hal itu tidak terlalu menyenangkan. _____________ 3 . Bakat belajar bahasa saya mungkin cukup tinggi . _____________ 4 . Saya tidak tahu cara belajar bahasa asing_____________ 5 . Saya berpikir bahwa saya bisa belajar bahasa Inggris dengan baik jika pada situasi yang tepat. ______________ 6 . Saya takut membuat kesalahan _____________ 7 . Saya takut orang-orang akan menertawakan saya jika saya mengatakan hal-hal yang salah dalam bahasa Inggris . _________________ 8 . Saya biasanya gemetar dan berkeringat dingin ketika saya harus berbicara di depan orang. _________________



9 . Saya merasa sulit untuk bercakap-cakap dengan Bahasa Inggris bahkan dengan orangorang yang berbicara dengan bahasa saya sendiri (Bahasa Indonesia).________________ 10 . Saya merasa kurang nyaman berbicara dengan Bahasa Inggris, bahkan saat saya telah berlatih . ________________ 11 . Belajar bahasa Inggris jika kita tinggal di negara berbahasa Inggris menunjukkan sikap menghargai. ________________ 12 . Pada umumnya, saya senang bisa mengenal orang-orang dari negara lain. ________________ 13 . Bisa berbicara Bahasa Inggris di luar negeri akan memudahkan saya membuat orang lain mengerti apa yang saya maksudkan_________________ 14 . Saya tidak suka ide mengandalkan kemampuan bahasa Indonesia ( atau bahasa ibu saya ) di negara lain . _______________ 15 . Saya pikir orang-orang dari negara yang saya akan kunjungi akan senang jika saya belajar bahasa mereka seperti contohnya Bahasa Inggris.__________________ 16 . Saya tidak akan benar-benar bisa mengenal orang asing dengan baik jika saya tidak bisa berbahasa Inggris__________________ 17 . Segala sesuatu ada benar dan salah, dan saya pikir itu tugas saya untuk mencari tahu yang benar dan melakukannya . __________________ 18 . Saya tidak suka ketika orang memberi jawaban yang tidak jelas dan bertele-tele . _________________ 19 . Seseorang harus mengatakan "ya " jika memang iya dan "tidak" jika memang tidak . Tidak melakukannya berarti tidak jujur . ________________ 20. Saya harus memahami budaya masyarakat sebelum saya dapat yakin mengetahui mana hal yang benar atau salah. ________________ 21. Saya suka meniru logat orang asing berbahasa Inggris, dan orang-orang mengatakan saya melakukannya dengan baik. ______________ 22. Saya bisa menirukan gaya bicara Bahasa Inggris orang atau artis terkenal. ________



23. Saya merasa mudah untuk menempatkan diri dalam posisi orang lain dan membayangkan bagaimana perasaan mereka.______________ 24. Di sekolah, meskipun jika saya tidak tahu suatu jawaban dengan pasti, saya kadangkadang tetap menjawab dengan lantang. ___________ 25. Saya sering berpikir sendiri dan mencoba menyampaikan apa yang saya pikirkan pada orang lain. ___________ 26. Saya ingin segalanya tersusun di kepala dulu sebelum saya menjawab. ___________ 27. Saya akan menyebut diri saya seseorang yang berani mengambil resiko ______________



APPENDIX Documentation of the Research in SMP Negeri 1 Gianyar



Picture 1. SMP Negeri 1 Gianyar’s in front of the school



Picture 2. Student is filling up the questionnaire



Picture 3. Collecting the questionnaire from the students



Picture 4. Mrs. Sang Ayu Gita, the English teacher