7

THE INCREASING THE STUDENTS’ MOTIVATION, SPEAKING ABILITY THROUGH INTEGRATIVE ORIENTATION AT THE 
FIRST GRADE OF SMA MUHAMMADIYAH 1 METRO

Aditya Armadan
Sekolah Tinggi Ilmu Tarbiyah Al-Mubarok Lampung
adit.armadan@yahoo.com

ABSTRACT : English is an international language which is learned by many people to catch up with the development of the world, especially in education, science, and technology. Therefore, it is very important to master it in order to be able to perform smooth communication with other people from other countries. Realizing the importance of English, the government of Indonesia has declared English as the first foreign language which is taught in Indonesia, starting from elementary school until university levels. The research is classroom action research (CAR), the aim of this research is to find the result of the implementing of integrative orientation. The first previous research is “ The Correlation Between The Students’ Motivation And The Students’ English Learning Achievement at the second semester of SMA PGRI 1 Bumi Nabung by Reza Pradana”. In this research found the information of the english learning achievement toward students’ motivation. The researcher assumed that motivation corelating the students’ achievement, in other words if the students’ want to get the good achievement especially english learning so the students’ must have good motivation too. It can be concluded that any corelation of motivation toward english learning achievement.
This research, the researcher will use the Classroom Action Research (CAR), because classroom action research was one of the effort to increase the teaching program quality in all educational level intend Senior High School. Action research will be done the researcher or teacher as manager of teaching program. Classroom action research is mean that the teacher can know what do and dissolve the problem in their class. 
Keyword : Increasing Students’ Motivation, Speaking Ability Integrative Orientation

INTRODUCTION
English is an international language which is learned by many people to catch up with the development of the world, especially in education, science, and technology. Therefore, it is very important to master it in order to be able to perform smooth communication with other people from other countries. Realizing the importance of English, the government of Indonesia has declared English as the first foreign language which is taught in Indonesia, starting from elementary school until university levels.
The  Government applies the education based on the rule Minister Nationality Education RI No. 24, 2006 that : Basic Education and medium organized can develop the curriculum with high quality of contain Standard how was arranged in of rule Minister Nationality Education number 22,2006 about Standard Contain to basic Education and Medium organized and graduate competence Standard have arranged in of rule Minister Nationality Education number 23,2006 about it.
The aim of teaching English in Indonesian context is that to help the students will develop their English language skills such as listening, speaking, reading and writing in thematic situation.Speaking is an important key in English comunication.By mastering speaking ability, they can carry out conversation with others, give ideas and change information with interlocutor and people are able to know the situation that happened in the world. English language is not only taught and learned, but it is also used as a habit. Now, English is not only taught in big cities but also in remote villages. So, English speaking is taught in all education institutes in Indonesia. The students should master speaking in English especially in daily conversation because conversation is foundation to communicate with foreigners. In English speaking class, the students should be taught how to speak. The components of English speaking ability  that should be given and studied in English speaking class, there are pronunciation, vocabulary, grammar, fluency and comprehension. So, English speaking will be habit of the students.
Teaching speaking is a difficult  job. There are many problems in teaching speaking. Firstly, it relates to the condition of the students who are lack of vocabulary that will make them unable to say words during speaking class. Secondly, most of students are not confident to use English in speaking class. Sometimes the students feel not confident to speak. Thirdly, the students often speak their local language. Fourthly, the students is not interesting to speak English.
The teaching process especially in speaking class, the teacher should be smart to choose an technique of teaching that is suitable with the condition and the needs of the students, in other that the teacher should be motivating the students  in order the goal of teaching can be achieved. . Hornby states that motivation is all of inner power reinforcing any person to do something. The writer assumes that if the students are strongly motivated, the process of learning English will be more effective and will affect their learning result.
From the condition of observation, The researcher find that most of the students of SMA Muhammadiyah 1 Metro have difficulties in learning English especially speaking ability. It can be seen that:
Table 1.1 Observation data in SMA Muhammadiyah 1 Metro class X
NO	Score	Students	Percentage	Interpretation	
1.	80-100	5	16,6%	High	
2.	60-79	7	23,4%	Average	
3.	0-59	18	60	Low	
Scored: The pre-survey data by the research at the class X of SMA Muhammadiyah 1 Metro
The table above shows that they are 5 students who get score 80-100 on the high score (16,6%),they are 7 students who get score 60-79 on the average score (23,4%), they are 18 students who get score 0-59 on the low score. It means that the students’ speaking ability at SMA Muhammadiyah 1 Metro is still low.
To solve this problem, In teaching the target speaking ability the researcher will use integrative orientation . Integrative orientation is desire to learn a language stemming from a positive effect toward speaker community. By integrative orientation, the students learn process of speaking be easier. 
Based on the problem background above, the researcher would like to increase students’ motivation in speaking ability with the integrative orentation. So, the researcher interest to investigate the increasing the students’ motivation in speaking ability through integrative orientation at the first grade of SMA Muhammadiyah 1. 
THEORETICAL FRAMEWORK
The research is classroom action research (CAR), the aim of this research is to find the result of the implementing of integrative orientation. The first previous research is “ The Correlation Between The Students’ Motivation And The Students’ English Learning Achievement at the second semester of SMA PGRI 1 Bumi Nabung by Reza Pradana”. In this research found the information of the english learning achievement toward students’ motivation. The researcher assumed that motivation corelating the students’ achievement, in other words if the students’ want to get the good achievement especially english learning so the students’ must have good motivation too. It can be concluded that any corelation of motivation toward english learning achievement.
The second reserach is the title “ Increasing the Students’Speaking Performance Through Role-Play In Intructional at The Second Grades of MA Nurul Huda Bandar Jaya By Rukhty Indah”. In her research to know the increase the students’ skill by using a technique, role play. The role play can be increase the students’ speaking performance because the students study with play and also make the students be fun learning.
This research entitled “ Increasing the students’ motivation in speaking ability  through integrative orientation in the first grade of SMA Muhammadiyah 1 Metro. This title different with others because the researcher want to know the students’ speaking performance that corelated with motivation and integrative orientation. So , speaking performance be increased.

The Concept of Speaking 
Speaking is the first means of communication, because spoken language is more frequently used than written language in daily life. Therefore, the function of spoken language is necessary. In this session I want to deal with speaking as a part of language skills. 
According to Gleason and Ratner (1998:310) Speaking is a productive language skill. Theoretically, according to O’Grady (1996), it is a mental process. This means that it is a psychological process by which a speaker puts a mental concept into some linguistic form, such as word, phrase, and sentences used to convey a message to a listener. So the speech production is the process by which the speakers turn their mental concept into their spoken utterances to convey a message to their listeners in the communicative interaction.
From the definition has explained, the researcher can get the conclusion that speaking is an activity has do by the people in a discuss context or a conversation, where it is doing by the a speaker with the other speaker so they are understand toward they are doing speak or any feedback to other speakers without have miscommunication. Speaking is language skill. In speaking activity is always any relationship between the speaking ability with the linguistic problem. So the teacher must attention both of them in teaching as well as make clear on learning class conversation or speaking. So students can develop their speaking ability toward their speaking performance.
In other words, Fulcher in Muawiyah (2011:13) gives the wide explanation that is summarized into 5 factors in speaking. Those are:
1.	Pronunciation
Away in which language is definition of pronunciation. It is included of segmental feature, vowel, consonant, stress, and intonation patterns. The speakers are supposed to apply them well and correctly. Harmer said that native speaker or competent users of the language know how to say a word that is how pronuncing it. He adds that the pronunciation knowledge made up the tree areas: sound, stress and intonation.
2.	Vocabulary
One of the linguistic factors in which it is a number of words with the role combining them to make up language in speaking.   Vocabulary is very essential but is not the first thing to be considered is speaking takes place in a very early stages. 
3.	Grammar
Grammar is the rule is spoken language and written language. We must obey the rules of grammar to obtain a good result. In speaking ability, sometimes the speaker and the listener do not care about the grammar itself bugt in this time the researcher does not discuss about the grammar so far.
4.	Fluency
It shows that people are able communicate well because it consist of the ease and speed of the flow speech. Someone who can communicate fluently but theymust able use the language fluently. Someone can be said fluent if they can require some criteria or categories those rae they can said the words fluently wit a good pronunciation. 
The Concept of Motivation
Motivation is of particular interest to educational psychologists because of the crucial role it plays in student learning. However, the specific kind of motivation that is studied in the specialized setting of education differs qualitatively from the more general forms of motivation studied by psychologists in other fields.	
Mc. Donald in Hamalik defines that motivation is an energy change within the person characterized by affective arousal and anticipatory goal reaction. Brown (1994) defines motivation as the extent to which you make choice about (a) goals to pursue and (b) the effort you will devote to that pursuit. It is easy assumes that motivation is the condition that is activates or giving urging to human of making attitude for gaining the purpose appeared by the motivation itself.
Based on above definitions, motivation has three aspects the first, motivation is the beginning of energizing changer from the person. The second, motivation is marked by the effective arousal. The third, motivation is marked by the reaction to achieve a goal.
Basic motivations process shown by the following chart.

Chart 1.
Basic Motivation Process

Behavior

Feedback

Needs,
desires,
or expectation

Goals

In line with the diagram above, it can be understood that happen motivation if the individual have desire to do activity or action to satisfy a want or goal.
There are three functions of motivation, those are : (a). To support human to do something, so as a motor that it gives energy. This motivation a motor of every activity that will do.(b). To determine the direction of activity that is to direction the purpose of the direction that will get. So motivation can give the direction and activity that have to do accord with the formulation of the purpose itself. (c). The selection of performance, that is to determine what activities that have to do and match to get the purpose by threw out the disadvantage activities so that the purpose really can go. A student that a will do the final test will a hope that will pass the exam, of course she or he will study hardly and do not want to spend the time to play cards or reading comic, because not the compatible with the purpose the student it self. So, There are the basic why the motivation is very important especialy in learning.
 In other functions, There are many ways to give motivation to the students that are :
1.	Giving the number
Number in this case is as a symbol from the value of learning activity. Many students study just to get bookmark, so usually students just find or run up the high score in the final test or score on the report.
2.	Giving the present
Present is also told as a motivation but is not always like that, because of the present for a job maybe will not interest for someone that they does not like or does not have talented for the job.
3.	Competition
The competition can be use as a tool of motivation to support the learning of students. The competition, like individual competition or grouped competition can increase the study of the students. 
4.	Ambition to Learn
The ambition to learn, it means that element of deliberateness, there is purpose to study. It will make better, if compared with doing all of activity without purpose.
5.	Ego-involvement
To grow the students awareness in order to felt about the important of task and can accepts as a challenging, so they work hard by allowing the self regard, it is one of kinds the motivation that important enough.
6.	Giving the examination
The students will be study hard if they know there will be a test, so that giving test is also a medium of motivation.
7.	Praise
If there are success students of doing the task better, the teacher need to given the praise. Praise is form of a positive reinforcement and as a good motivation.
8.	Punishment
Is a reinforcement that gives a negative contribution but if it is given in good and wise situation, it can be a good motivation, so the teacher must understand the principle of giving punishment.
9.	Interest
It has explained above that the motivation problem is very high of correlation with interest. Motivation appear cause there are necessity, like interest, so it very precise if the interest is a instrument of main motivation.
Based on the statement above the researcher conclude that Motivation is very important for students to success, that we have to want to do something to succeed at it. Without such motivation we will almost certainly fail to make the necessary effort.
The Concept of Integrative Orientation
Gardner and his collegues contered on a dictomy of orientation different with motivation. Orientation means context or purpose for learning motivation refers to the insensity of one’s impetus to learn. Integrative orientation concerns a positive disposition toward the L2 group and desire to interact with and even become similar to valued members of that comunity, it was defined in gardner and lambert’s (1959:271) pioneering study as the wilingness to be like valued members of the language comunity. 
The conceptualization of the integrative orientation, as follow:

OTHER SUPPORT

INTEGRATIVENESS

MOTIVATION

ATTITUDES TOWARD THE LEARNING STUDIES

LANGUAGE ACHIEVEMENT

OTHER FACTORS

LANGUAGE ATTITUDE

Figure 2.1 Gardner conceptualisation of the integrative orientation
Motivation to increase the students’ speaking ability
Motivation is an energy change within the person characterized by affective arousal and anticipatory goal reaction. With motivation, the students’ can be active for learning speaking to the other students, students’ be fun learning because if their motivation is good, the speaking is good too.
Integrative Orientation to increase the students’ speaking ability
Integrative orientation is a set of motivation that concerns of disposition of second language group to interact with and even become similar to valued members of the language cominity. With integrative orientation, the students interest to speak english beacuse they can speak suitable with their mind. 
There is difference of using motivation and integrative motivation through the students’ speaking performance 
Motivation is of particular is some kind of internal drive that encourages somebody to pursue a course of action. If we perceive a goal and if the goal is sufficiently attractive, the students will be strongly motiveted to do whatever is necesarry to reach that goal. 
Integrative orientation is personal interest in the people and culture represented by the other languge group. For this kind o motivation, students need to be attracted by the culture f the target language comunity, and in the strong form of integrative orientation, the students wish ti integrate themselves into that culture. Both of them help the students learning in speaking ability. 
RESEARCH DESIGN
This research, the researcher will use the Classroom Action Research (CAR), because classroom action research was one of the effort to increase the teaching program quality in all educational level intend Senior High School. Action research will be done the researcher or teacher as manager of teaching program. Classroom action research is mean that the teacher can know what do and dissolve the problem in their class. 
Based on theoretical above the researcher is acted as practitioner. But, in this research the researcher need the collaborators. Because it often happens that researcher cannot catching the entire important problem in classroom. Collaborators can help researcher to find the missing problem or forgetting problem of students in classroom, especially when the researcher will do reflection in his teaching. In the cycles, three are four main activities namely; planning, acting, observing and reflecting.

1.	Cycles 1
a.	Planning
In this phase, the researcher makes a series of planning as follows:
1.	Preparing Lesson Plan and Syllabus.
2.	Deciding the object of material.
3.	Developing the learning scenario.
4.	Preparing the source of learning.
5.	Preparing the scoring material that will be used to measure the result of treatment.
6.	Preparing the instrument of observation and evaluation to analysis the indicators of the success.
b.	Acting
In this phase, the researcher will apply the planning of strategy and scenario learning as follows:
1.	Teacher greeting to students
2.	Teacher check attendant list student
3.	Teacher explains the rules to students
4.	Teacher give topic discussion
5.	Teacher gives direction for the students to repeat what the teacher says.
6.	Teacher  ask the students and students’ repeat again. 
7.	Teacher  mentions few words while students still speak the sentence.
8.	Teacher  tries to aks the students that related in sentence
9.	Teacher give conclusions
10.	Teacher close teaching learning
c.	Observing
In this observation, the reseracher observed  the students’ activity of recording the event and action. Based on the observation, the researcher determines wheter is there anything that the researcher has to be increase soon in order that action achieve the aim of the researcher wants. The researcher observes them in every activity.
d.	Reflecting
The reflection is the last step that the researcher done. In this phase the researcher and collaborator investigated all action that happened in learning process. Based on the data has been collected furthermore do evaluation to perfect next action. The reflection included analysis, synthesis and evaluation to result of observation toward action that done. If meet problem in reflection process so it will be done process investigation. The reflection would be stopped when he students had increased their scores.
2.	Cycles 1I
a.	Planning
In this phase, the researcher makes a series of planning as follows:
1)	Preparing Lesson Plan and Syllabus.
2)	Deciding the object of material.
3)	Developing the learning scenario.
4)	Preparing the source of learning.
5)	Preparing the scoring material that will be used to measure the result of treatment.
6)	Preparing the instrument of observation and evaluation to analysis the indicators of the success.
b.	Acting
In this phase, the researcher will apply the planning of strategy and scenario learning as follows:
1)	Teacher greeting to students
2)	Teacher check attendant list student
3)	Teacher explains the rules to students
4)	Teacher give topic discussion
5)	Teacher gives direction for the students to repeat what the teacher says.
6)	Teacher  ask the students and students’ repeat again. 
7)	Teacher  mentions few words while students still speak the sentence.
8)	Teacher  tries to aks the students that related in sentence
9)	Teacher give conclusions
10)	Teacher close teaching learning
c.	Observing
In this observation, the reseracher observed  the students’ activity of recording the event and action. Based on the observation, the researcher determines wheter is there anything that the researcher has to be increase soon in order that action achieve the aim of the researcher wants. The researcher observes them in every activity.
d.	Reflecting
The reflection is the last step that the researcher done. In this phase the researcher and collaborator investigated all action that happened in learning process. Based on the data has been collected furthermore do evaluation to perfect next action. The reflection included analysis, synthesis and evaluation to result of observation toward action that done. If meet problem in reflection process so it will be done process investigation. The reflection would be stopped when he students had increased their scores
Research Subject
The subject of this research is the students’ at the  first grade of SMA Muhammadiyah 1 Metro. There is one class, the research took X which consist of 30 students as a subject of the research because the average of English test in class X was the lowest among the other and the researcher wanted to increase their motivation in speaking ability. 
The object of the research :
Class    	: X
  Male 		: 11
  Female 	: 19
  Total 		: 30
Research Instrument
In this research, the writer used some technique of data collecting technique; they are test, observation, and documentation. They are described as the following:
Test Item
The test is the main technique in collecting data. The tests are used to get the data about the students’ increasing in speaking ability. To know the students’ speaking ability, the researcher give the students oral test, ask to the student to describe something around their topic (storytelling).
Observation Sheet
The observation is a technique in collecting data. The observation is used to get the data about the student achievements especially in speaking ability in the process teaching learning. To know the students’ speaking ability in class, the researcher does observation.
Validity and Reliability of Instrument
Validity
The instrument which must have content validity is usually the test instrument form. According Sugiyono (2010:182) content validity is to measure a special purpose in the lone with the material that is given by the teacher. To get content validity, the test is determined according to the material that is taught to the students. In other words, the researcher makes the test based on the material in English curriculum for Senior High School.
Construct Validity
A test has construct validity if it accurately measures a theoretical, non-observable construct or trait. The construct validity of a test is worked out over a period of time on the basis of an accumulation of evidence. According Sugiyono (2010:177) construct validity is used the opinion from the experts about the aspects which will be measured based on the theory, and then it can be consulted to the expert. In this case, to get the construct validity, the researcher uses the opinion from the expert. The researcher consults to the Speaking lecturer in order to the test get construct validity.
Reliability 
Reliability is an essential component of validity but, on its own, is not a sufficient measure of validity. A test can be reliable but not valid, whereas a test cannot be valid yet unreliable. Test reliability refers to degree to which a test is consistent and stable in measuring what it is intended to measure. If such a scale existed, it would be considered not reliable. Observation reliability testing techniques are used to determine tolerance observed differences. The formula most widely used is a modified by HJX Fernandes (Arikunto, 2010: 244). The reliability used the Cohen kappa formula is as follows:

Note:
KK	= Coefficient of agreement 
S	= Agreed, the same code for the same object 
	N1	= Number of code that made the rater 1
N2	= Number of code that made the rater 2
After going thought several procedures, the formula is further refined, known as rough suitability index with S as a same code, and N is the number of object being tested. The smaller the value of KK is a list of checks or instruments of test are more reliable. 
The other words then from calculation result of interpreting the coefficient correlation according to Arikunto (2006:276) as follow :
Between 0.801 – 1.000    very high
Between 0.601 – 0.800    high
Between 0.401 – 0.600    enough
Between 0.201 – 0.400    low 
Between 0.001 – 0.200    very low
Data Collecting Technique
In order to collecting the data, the researcher will use the following the data collecting techniques. The test covers
Test
According to Douglas Brown test is a method of measuring a person’s ability or knowledge in a given domain. The researcher will use test in form pre-test and post-test.
a.	Pre Test
Pre test is given before actions. It is practice speaking, because it examines the material taught in the class. This test will be given in order to know how far  the students’ speaking performance before following teaching process using three step interview of cooperative learning.
b.	Each Cycles Test
After giving treatment in cycle one that consists of two sessions, a cycle one test will be given. The test is the same as the pre test, the result of cycle one will be guided to decide treatment for next cycle. The result of cycle two will determine whether next cycle will be taken or not. If it shows great improvement, the treatment will be stopped at the second cycle. If it does not, the next cycle will be taken.
c.	 Post Test 
Post test will be given in the end of this study to see the students’ improvement of their speaking ability after the whole treatment.
Observation 
According to Seltiz in Edi, observation can be defined as election, modification, registration, and coding of behaviour circumstance which is connected with organism based on the empiric purpose. In this research, observation is used to know the teacher’s performance (in teaching by oral drill) and the student’s participation in learning process. 
The Field Note 
To collect the data more accurately, the researcher uses the field note; it will make the data analyzer simpler. In many professions, it is a manner of good practice to make “field note” while actually engaged in profesional. This note has been prepared systematically and given interpretation by the research.

Data Analysis Technique
The data will be conducted in each test by taking the average score of the pre-test and post-test furthermore to know the gain. After it, the result is matched by the minimum standard of speaking skills in this class at least 6.5. Tabulating the result of the test, and finding the mean of the pretest and posttest of each students. The mean was calculate by applying the following formula:
	        ∑ x
Χ	= 
		         n		
note:
Χ		: average
∑ x		: total of score
n		: total of students

Criteria of Success 
The criteria of success in this study focus in increasing students’ speaking ability. The process of learning is called success if the students’ speaking ability is increasing.  The target increasing students’ speaking ability is if the average score of students more then 65. By looking at percentage of the students’ goal in teaching, so it can be done the next steps as a series of the instruction process by following some provisions, they are:
a.	If there are more than 75% of total students who following the instruction process have been success and get score >65, so they next instruction can discuss the new material.
b.	If there are no more than 75% of total students that follow the instruction process have not been success and get score <65, so the next instruction makes new treatment.
The researcher wishes through the measuring of the success level there were 75% students that reach success. But if in the fact there are 75% students have not been success. It means that there is the problem in the instruction process that should be solved.