DISERTASI dan TESIS Program Pascasarjana UM, 2016

Ukuran Huruf:  Kecil  Sedang  Besar

Students Motivation in English Learning and Types of Literacy Skills across Gender





Agustrianti, Sawitri. 2016. Students Motivation in English Learning and Types of Literacy Skills across Gender. Thesis. Graduate Program in English Language Education, State University of Malang. Advisors: (1) Prof. Bambang Yudi Cahyono, M.Pd, M.A., Ph.D., (II) Dr. Ekaning Dewanti Laksmi, M.Pd., M.A.


Keywords: motivation, literacy skills, gender.

Considering the importance of understanding the relationship between motivation and students’ literacy skills, and how gender influences language learning process, this study is therefore aimed at investigating the relationship of students’ motivation in English learning and their literacy skills across gender. This study used the correlational design. The research instruments to collect the data included motivation questionnaire in English learning, reading comprehension test, and writing test. There were 100 students of English Education Study Program, Tadulako University Palu, participating in this study. The data obtained from the motivation questionnaire, reading test, and writing test were analyzed by using SPSS 16 by computing the correlation coefficient using the Spearman rank correlation. Meanwhile, independent sample t-Test was used to investigate students’ motivation and literacy skills between male and female students.

Based on the findings, some points can be concluded. First, there was a high positive correlation between students’ motivation in English learning and their scores in literacy skills both in reading skill (r=0.628) and writing skill (r=0.756). It means that when the students feel highly motivated in learning English, there is a high possibility for them to have good a achievement in reading and writing skills. Second, there was a high positive correlation among students’ achievement scores in reading and writing skills (r=0.817). This indicates that when the students get high achievement scores in reading skill, their achievement in writing would be high as well. Third, there was no significant correlation in English learning motivation among male and female students (0.308>0.05). The result implies that gender in the present study is not shown as significant variable which may influence the result of language learning. Last, there was no significant correlation of literacy skills scores among male and female students (0.449>0.05). Thus, it can be stated that gender does not determine students’ achievement scores in English literacy skills. It seems that both male and female students in the present study have a relatively similar ability and an equal chance to get high scores in literacy skills, particularly in reading and writing skills.

Accordingly, the writer suggests teachers or lecturers stimulate motivation more frequently by using any strategy in language learning or create more enjoyable learning situation which is effective to make students’ motivation arise easily in the classroom. The writer also suggests teachers or lecturers integrate reading comprehension strategies in academic writing tasks. The integrated instructions can lead to a greater understanding and students’ better achievements in their English literacy skills. For future researchers, the study can be conducted on the basis of investigation of students’ motivation in larger EFL learning context. Besides, it is also possible that future researchers select non-English Department major students as the samples to find out whether the research will show results similar to the present study.