CHAPTER I

INRODUCTION

A. Background of the Study

Language is a means of communication for people in the world. Without

language all people will get difficulties to understand each other. Each country in
this world has different languages, such as India, Singapore, Indonesia and
Philippines have different languages. To understand they must speak in
international language, i.e English. English has been spoken, widely around the
world.

Writing, one of the skills, is a very familiar activity in educational life and
also becomes a fundamental skill in learning a language. According to Nation
(2009: 113), the importance uses of writing cover the ranges of uses that learner
will perform in their life. Based on this statement, the use of writing is not
primarily becomes the necessary in education life but also importance in daily
life.
Concerning with the students writing skill, it’s frequently affected by their
creativity and motivation. Creativity is an effort to make something work, to
make better, more meaningful, or more beautiful (Starko, 2010: 7). Creativity is
an effort to make something better, and more beautiful. Creativity and motivation
have relationship in writing, if the students have good motivation that writing it’s
very good and creative also.
On the other hand Motivation is kind of internal drive, pushing someone to
do things in order to achieve something. Furthermore, he suggest that motivation
is ‘a set of cognitive arousal’ which provokes a ‘decision to act’ as a result of
which there is ‘sustained intellectual and / or physical effort’ so that person can
achieve some ‘previously set goal’.
According to Anderson (1973: 123 in Junaedi 2015: 13) students who are
motivated to learn and interested in what they are doing will learn more. High or

1
low learning motivation of the students can be measured from the efforts to
achieve high learning achievement for all school subjects.
In summary, motivation is the important aspect in learning. The efforts and
the learning achievement depend on the level of the students’ motivation. Highly
motivated students will have better results of their learning than the low
motivated students. The students with high motivation in learning will have a
bigger effort to reach their goal than the students with low learning motivation.
Based on the definition above, writing is complex process, because has
several element must be mastering to be good writer such as vocabulary,
sentences structure, coherent and spelling. In writing the writer manipulates
words in grammatical correct sentences and links those sentences a piece of
writing which successfully communicates the writers’ thought and ideas and
certain topic (Heaton, 1975: 12).

B. Statement of the Problems

Based on the background of the study above, the writer formulates a

statement of the problem “How is the Eighth Grade Students of MA. Shirotol
Mustakim Tanak Beak Timur the students creativity and motivation in writing?”.

C. Purpose of Study

Based on statement above of the problem above, the purpose of this study
is to describe the students’ creativity and motivation of the Eighth Grade
Students of MA. Shirotol Mustakim Tanak Beak Timur in Writing.

2
D. Significant of the Study
The significant of the study is divided into two namely:

1. Theoretical Significance
The result of the study is aimed to give reference of description about
Students Creativity and Motivation in Writing.

2. Practical Significance
a. The result of the study to know the creativity of the student in writing
skill.
b. The result of the study is to expected to provide the English teacher
will some of the precise in writing.

E. Scope and Limitation of the Study

The scope of this study focuses on the analyzing of the students’ creativity
and motivation in writing that will be conducted at eighth grade students of MA.
Shirotol Mustakim Tanak Beak Timur in academic year 2016/2017.

F. Definition of the Key Terms

To avoid misunderstanding in this research, it is important to explain terms

concerning the study clarify and defines some terms, such as:

1. Creativity in Writing
Creativity is an effort to make something work, to make something
better, more meaningful. According to Starko (2010), if we creative in writing
that make our writing it’s good.
Creativity means here is refers to the students’ creativity in exposing
creating, argumanting, as well as composing their ideas in writing text;
whether writing narrative and descriptive text.
2. Motivation in Writing
Motivation is an inner drive or stimulus, which can be like self-
esteem, be global, sinusoidal, or task oriented, according to Brown (2000:
115).

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 Motivation means here is motivation that execrates the students’ write
better, there motivation support them writing text; narrative and descriptive.

3. Writing
Writing is a very familiar activity in educational life and also become a
fundamental skill in learning a language. According to nation (2009: 113).
Writing means here is narrative writing in which the author tells the
story to the story could be the fact or fiction. Descriptive a type of expository
writing that uses the five senses to paint a picture for the reader.

4
 CHAPTER II
REVIEW OF RELATED LITERATURE

A. Creativity

1. Definition of Creativity

There are lots of definition about creativity it is depend on someone

population. The understanding creativity proposed by Utami Munandar (1995:
25) creativity is the common ability to create new things, both in terms of
providing a new idea that can be applied in a matter or in view of new
relationships between the elements that already exist.

Rhodes (in Antonio et al, 2003: 252) defines creativity in personal term,
process and product. Creativity can be seen as a personal or ndividual and the
surrounding that drives (or process) the individual toward creative behaviuor.
The four aspects of creativity is known as the four P’s of creativity, person,
process, press and products. This statement also supported by Zimmerer &
Scarborough in Antonio et al (2013: 252) said that creativity is defined as the
ability to develop new ideas and to find new ways in opportunity creation means
the ability in terms of the way to express the ideas and create something unusual.
It can be concluded that the understanding and definition of creativity is the
ability t create something new, where there is a construction process of one’s
ideas are original and innovative which is then applied to solve a particular
problem, as well as having an activity that benefits.
According to starko (2010), creativity is an effort to make something work,
to make something better, more meaningful, or more beautiful.
Creativity is found a long continuum: when it is less contextualized, or
internal, the focus is on the psychometric, or personality and process; when it s

5
more contextualized, or external, the focus is on the social-psychological
Amabile (1992).
2. Aspects of Creativity

Torrence in Antonio et al (2013: 252) proposed four aspect of creativity to

be measured, those aspects are:
a. Fluency, the total number of interpretable, meaningful and relevant
ideas generated in response to stimulate.
b. Flexibility, the ability to think in a flexible way to solve problem in
order to have more solutions.
c. Originality is the originality of the creative ideas that can be
expressed. The more varieties of the expression the originality the ideas.
d. Elaboration, the ability to elaborate and develop the ideas to higher
complexity ideas.

3. Creativity Measurement in Indonesia

Munandar states (2012: 68) there are four creativity measurements in

Indonesia, they are:

a. Verbal Creativity Test

Creativity test first constructed in Indonesia in 1977 was verbal
creativity test (measuring the ability of divergent thinking) and creative
attitude scale (Munandar, 1977), verbal creativity based model of the
structure of intellect of Guildford as a theoretical framework. Munandar
(2012: 69) says this allocated for students from 10-18 years old. This for
consists of six sub-test which are all measured dimension of divergent
thinking operation, with dimension. Divergent thinking is the way someone
comprehensively meaning that someone can elaborate words, she/he can
create new word to be use in written text. Each sub-test measure different of
creative thinking.

6
 Creativity or creative thinking is operationally defined as a process
that is reflected in the fluency, flexibility, original thinking. Sub tets of
verbal creativity test consists of six sub-test, they are:

 Word Beginning
The test requires the subject to provide as many word as possible
that begin certain syllable. This test is measure of word fluency’ the ability to
generate that fulfill particular structure requirements (Wallact in Munandar
1999: 85). This test requires the ability to think of word rapidly, each word
satisfying the some letter requirements, such as containing a stated letter or
syllable or containing two gave letters. Exemple: Sa

b. Develop Word (Anagram)

The anagram test requires the subject to find other words in a test
word by rearranging the certain letters. The test is also measure of word-
fluency.

Example: learnt ----------> rental

c. Three- Word- Sentence

In this sub-tests the subject had to construct a sentence that consist of
three words, the first letter of each word is given as a stimulus, but the three-
letter sequence the use of very according to the wish of the subject. This test
requires to measure word fluency.

Example: A-I-g

d. Thing Categories
In this sub-test, the subject had to find many object that all have two
properties specified. This test is measure of fluency in giving ideas, the

7
ability to speak ideas that complete the specific requirements for limited
time.
Example: redandliquid

e. Alternate Uses
In this sub-test subject have to think as much as possible the use of the
unusual from everyday objects. This test is measure of flexibility in thinking,
because in this test subjects had to break away from the habit of seeing
objects as tools to do certain things. Except for measuring flexibility in
thinking, this test also measures the originality of thought, originality is
determined statistically, by looking at the dearth of answers given.

f. Consequences
In this sub-test subject has to think very thing that might occur from a
predetermined hypothetical events as stimuli. Event or events that may not
actually occur in Indonesia. This test is a measure of fluency in giving ideas
combined with elaboration, defined as the ability to be able to develop an
idea, elaborate, taking into account all sorts of implications.

Example: what will happen if human can fly?

g. Figural Creativity Test (TKF)

Tests of creativity which is an adaption of the circle of Torrance test,
first used in Indonesia in 1976 (Utami Munandar, 1977). TKF allows
completion within Brief (only requires 10 minutes to complete the test) and
can be provided in the group. Material tests are very simple and very cheap.
TKF also enables the measure of creativity as the ability to create a
combination of the elements are given namely by giving a score for
originality if the subjects is able to merge two or more circles into one
object; more circles can be combined, the higher score will be obtained.

h. Writing Creativity Test

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 Writing creativity test is kind of test that measures creativity of
students in writing. The aspect is scored in this test is same with VCT that is
fluency, flexibility, originality, and elaboration but the way to give score is
different.

i. The Creative Attitude Scale

Based on consideration of creative behavior requires not only creative
thinking abilities (cognitive), but also cognitive attitude (affective), author of
1976 preparing creative attitude scale (Utami Munandar et al, 1977) which
consists of a 32-point declaration, including 8 tems adapted from “Creative
attitude survey” compiled by Schaefer. Creative attitude is operated in the
following dimensions;

 Openness to new experiences,

 Flexibility in thinking,
 Freedom in state themselves,
 Appreciate fantasy,
 Interest in creative activities,
 Confidence in their own ideas, and
 Independence in consideration gives

j. The Scale of Assessment by Teachers of Gifted Children

Teacher assessment scale is a scale assessment conducted by a teacher
to his students. The rating scale consists of three sub scales (Rezulli et al;
1971), namely:

 Characteristics of general intellectual ability,

 Characteristics of binding themselves to the task (motivation),
and
 Characteristics of creativity

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B. Motivation

1. Definition of Motivation

According to Harmer (2001), motivation is kinds of internal drive,

pushing someone to do things in order to achieve something. Furthermore, he
suggest that motivation is “a set of cognitive arousal” which provokes a physical
effort’ so that person can achieve some ‘previously set goal’.
In addition, according to Brown (2000: 115), motivation is an inner
drive or stimulus, which can be like self-esteem, be global, a situsional, or task
oriented. Learning a foreign language requires some of all these level of
motivation. For example a learner may process high ‘global’ motivation but low
‘task’ motivation to perform well in the written mode of the language. He also
states that success in any task is due simply to the fact that someone is motivated.
It is easy, to claim that in the second language learning, a learner will be
successful if they have high motivation.
From the definition above, it can be concluded that motivation is an
inner strength in order to achieve a set of goal which there is a physical or
intellectual efforts as well. It influences the success or failure of the second or
foreign language learning. Learners with higher motivation will be more
successful than those with lower rate of motivation.

2. The Factors Affecting Motivation

To pinpoint factors affecting students motivation, Paul (2003: 23 in

Junaedi 2015: 9) proposes some important factors that affect motivation, they
are:

a. Home and Friends

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 The attitude of friends and family can have a big effect on child’s
motivation. If their parents encourage them to learn and their friends think that
is cool to learn, they are more likely to be positive about learning.
b. Transfer-Ability
The students who can see how to transfer what they learn into other
situations are more likely to have higher motivation than those who do not
seek out and recognize opportunities to use the new knowledge they learn.

c. Self Perception
To motivate students to learn activity, it is important that they perceive
themselves as being successful.

d. Absence of Intrinsic Reward

Intrinsic motivation is promoted by the sense of accomplishment
obtained from struggling with something that is a bit difficult at first. Reard
tenf to encourage children to learn in order to get the rewards, not to achieve
internal goals. It means that rewards may have an adverse effect on
motivation.

e. Evaluation and Threats

If children expect to be evaluated, feel threatened, or feel they are
being watched and checked up on, it is likely that they will study for the sake
of the evaluation, to avoid the punishment, or to satisfy the adult watching
them, and will lose some inner motivation to learn for its own sake.

3. Types of Motivation

a. Intrinsic Motivation
Harmer (2001: 51) describes intrinsic motivation as motivation which
comes from within the individual. Thus, a person might be motivated by the
enjoyment of learning process itself or by desire to make themselves feel
better. Brown (2001: 76) says that intrinsically motivated activities are ones

11
 for which there are no apparent rewards except the activities it. People seem to
engage in the activities for their own sake and not because they lead to an
extrinsic reward. Intrinsically motivated behaviors are aimed to bringing about
certain internal consequences, namely, feeling or competence and self
determination.
Intrinsic motivation without any apparent external reward. Motivation
for learning comes entirely for performing a particular teask. Students will be
motivated be undertake to a certain task because of some personal factors.
They might include needs, interest, curiousity and enjoyment.

b. Extrinsic Motivation
Harmer (2001: 52) defines extrinsic motivation as a kind of motivation
which is caused by any number of outside factors, such as the need to pass an
exam, the hope of financial reward, or the possibility of future travel. In
addition, Brown (2001: 78) says that extrinsically motivated behaviours are
carried out in anticipation of a reward from outside and beyond the self.
In conclusion, intrinsic and extrinsic motivations are both used in the
classroom learning. Extrinsic or external motivation can be demonstrated by
an effective teacher to encourage students to be more confident and
independent and, in a long term, to become intrinsically motivated.

4. The Importance of Motivation in Learning Process

According to Anderson (1973: 123 in Junaedi (2015: 13) students who

are motivated to learn and interested in what they are doing will learn more. High
or low learning motivation of the students can be measured from low learning
motivation of the students can be measured from the effects to achieve high
learning achievement for all school subjects.
In summary, motivation is the important aspect in learning. The efforts
and the learning achievement depend on the level of the students’ motivation.
Highly motivated student will have better result of their learning than the low

12
motivated students. The students with high motivation in learning will have a
bigger effort to reach their goal than the students with low learning motivation.

5. Indicators of Motivation

According to Discoll (1994), motivational design views motivation as a

sequence. First, gain the attention of the learner, and they provide relevance of
what you are teaching to their proposal goals and needs. The learner gains
confidence as the learning process unfolds. The satisfaction of the new
knowledge provides motivation to continue learning

a. Attention
Gaining and maintaining attention follows many of the same
principles as discussed in providing a stimulating learning environment and
coursing curiosity. Often is easy to gain attention at beginning of a lesson.
Sustaining the attention is a challenge. Provide variety in presentations
through media, demonstrations, and small group discussions or whole class
debate. Likewise, printed text can be varied through different type sizes of
fronts or the inclusion of diagrams of pictures.

b. Relevance
Helping students find relevance while learning can be a daunting task
for some subjects. Linking what is being taught to something that is familiar
and relevant to the student helps in the motivation of that student. Motivation
amounts to persuasion for knowledge based subjects that provide the basis for
learning future concepts. Often assurances are given that student will
eventually see the relevance of what they are learning.

c. Confidence
Confidence and self-efficacy are closely aligned. Three strategies for
developing confidence are outlined by Discoll (1994)

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  Create a positive expectation for success by making it clear just
what is expected of student. Break complex goal into smaller
chunks. It is easier to eat an elephant if you do it in small chunks.
 Provide success opportunities for students. Learners gain
confidence if they are given enough assistance to perform a task
they are not quite capable of doing on their own.
 Provide learners with a reasonable degree of control over their
own learning. Help them to recognize that learning is direct
consequence of their own efforts.

d. Satisfaction
Satisfaction can be enchanged in a learner by celebrating success. We
fail to realize the impact of this learners. Publicly celebrating success provides
reinforcement for the learners receiving the acknowledgment. Praise is often
overlooked as a strong motivator for celebrate with all students.
Based on the description above, it can be concluded that there are two
aspects of the students motivation driving indicator, namely internal drive:
their passion and desire successes, the urge and need to learn, their hoper and
dreams of the future, and physiological factors. External drive: their interest in
learning activities, the existence of a conductive learning environment.

C. Writing

Writing is a very familiar activity in educational life and also become a

fundamental skill in learning a language. According to Nation (2009 113), the
importance uses of writing is cover the range of uses that learner will perform in
their life. Based on this statement, we know that the use of writing is not
primarily become the necessary in education life but also importance in daily life.

1. The Nature of Writing

a. Definition of writing

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 Writing is the complex process consisting of many constituents part
which have to be considered. Heaton (1975: 127) states that is writing the
writers manipulate words in grammatically correct sentences and link those
sentences to from a piece of writing which successfully communicates the
writers’ thought and ideas in written form in using grammatically correct
sentences for the purpose of the communication.
Ghaith (2002: 1) assert that the writer has to explore the thought and
ideas and make them visible and concrete. The writer has to try to
communicate his/her ideas in the form which the reader will eventually
understand the ideas and the meaning. The production of the written word that
result in the text must be read and comprehend so that the reader can
understand the message intended by the writers easily. Thus, the writer is
demanded to pay attention to some aspects of the production of the written
text which involves the content, organization, vocabularies use, grammatical
use, discourse, and mechanical considerations such as spelling and
punctuation.
Based on the definition above, writing is complex process, because has
several element must be mastering to be good writer such as vocabulary,
sentence structure, coherent and spelling. In writing the writers manipulate
words in grammatical correct sentences and link those sentences a piece of
writing which successfully communicates the writers’ thought and ideas and
certain topics (Heaton, 1975: 127).

b. Step in Writing
There are five step process writing approach described by Johnson,
A.P (2008: 179) is presented here.
 Pre Writing
The goal here is to generated ideas. Listening, brainstorming,
outlining, silent thinking conversation with a neighbor or power
writing.

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  Drafting
Is the writers’ first attempt to captures ideas on paper. Quantity
here is valued over quality. If done correctly, the draft is a rambling,
disconnected accumulation of ideas. Most of the writing activities in
the classroom involved just these first two steps. Only those drafts that
students feel are interesting or of value should be taken to the next step
(Donald Graves calls these hot topics).
 Revising
This is the heart of writing process. Here a piece is revised and
reshaped many times. The draft stage is like throwing a large blob of
clay on the potters’ wheel. Revising is where you shape the blob,
adding parts, take part away, adding parts, and continually molding
and changing. Here you look for flow and structure. You reread
paragraph and move thing around. Again, not every draft should be
taken to this stage. Graves’s recommends that students be given a
choice as to which these drafts they want to take to the revision step.
Generally, students find only one in five drafts worthy of investing the
mental and emotional energy necessary to revise and create a finished
product. The rest of the story draft can be kept in a file folder as a
junkyard for other writing ideas or included in a portfolio to document
students’ writing journeys.
 Editing
This is the stage here grammar, spelling and punctuation errors
are corrected. A word of caution: the quickest way to ruin a good
writing project or damage the writer is to insist that step 4 be included
in step 1, 2 or 3. If writers are editing or worrying about mechanics at
the prewriting, drafting and revising stages, the flow of ideas and the
quality of writing suffers. Precious brain space that is devoted to
generating and connecting ideas will instead be utilized worrying
about writing mechanics. One last thing about the editing phase: real

16
 writers (of which I am one) edit their writing at the end. Real writers
also rely on editors, spell, check and grammar check. In teaching your
students to ecome authors and composer of authentic writing, teach
them to approximate the writing process use by real writer. That is, set
up peer editing groups and teach students how to use the grammar and
spelling puntuation on a words processor.
 Publishing and Sharing
This is where students’ writing is share with an audience.
Writing become real and alive at this point. Publishing can involve
putting together class books, collection of writing, schools of class
newspapers, schools or class magazines, or displaying short sample of
writing in the hall or out in the community. Writing experiences
become even more powerful by having students read their work out
;oud in small groups, or in a large group setting.
Based on definition above, writing has five steps as prewriting,
drafting, revising, editing and publishing and sharing. All of the step
must be mastering by writers to be good writers. Each steps of writing
can help the students to the writing drat especially writing a descriptive
text.

c. Teaching Writing
Teaching writing is like swimming; if we learn to swim, we need water
in swimming pool and a teacher to teach us how to be profesional swimmer
(Brown, 2001; 334). Like a swimming, writing is thought if we are a number
of a part of language society and there is someone teaching us. Not everyone
can be excellent writer; writing need a long time and hard work to create
words, sentences and arrange them in good composition and paragraph. Then,
writing is communicative language is not only thought fluently but also
accurately and use contextual and authentic material in the classroom.

17
 Futhermore, motivate the students to learn to write so that the students study
writing successfully.
To motivate students in teaching writing, the researcher use formulate
report technique. By using this method the researcher hope that the students
can improve their skills in writing especially in writing descriptive text and
the student more wnjoy in teaching and learning process.

D. Previous of The Study

The present study considers creativity within the motivational theory of

achievement goals. Achievement goals provide a framework fix exploring the
cognitions, affective responses, and behaviour of people in situations concered
with achievement (Dweck, 1988; Maeh, 1994; Nicholls, 1984). Two types of
goal in particular have emerged. They have been labeled vocabulary but share
similar theoretical distinctions. First, there is a performance goal (Ames &
Archer, 1988.
Elliott & Dweck, 1988), an ego incentive (Maehr & Braskamp, 1986), or ego
involved (Nicholls, 1983, 1984), those holding a performance goal are concerned
primarily with demonstrating their ability, and this is shown to best advantage by
outperforming others on a task, particularly if success is achieved with little
effort. Second, there is a mastery goal (Ames & Archer, 1988), a atsk incentive
(Maehr & Braskamp, 1986), a learning goal (Elliot & Dweck, 1988) or task
involved (Nicholls, 1983, 1984). Those holding this goal want to develop their
competence or increase understanding of a subject, and anticipate that this end
will be achieved by working hard. Motivation and creativity.
The definition and measurement of creativity poses many problems for
researchers. The present study process from the assumption that creativity exists
on a continuum from low levels occurring in everyday life to highly significant
advances in the arts and the sciences. In addition, it is argued that the best way to
date of assessing creativity is to consider products rather than to administer a test
of divergent thinking. Amabile (1983a, 1983b) has developed a technique for

18
assessing creativity which use a set of judges who assess product independently
using their own subjective notions of creativity. It appears that people with
experience in a field can agree independently on what constitutes creative work
without using common criteria defining creativity.
The present study considers creativity from a motivational framework, that of
achievement goals. It is argued that the adoption of a mastery goal result in
increased creativity. Ther are number of aspects of a mastery orientation that
support this contention. First, there is preference for more challenging tasks, for
risk taking (Bandura & Dweck, 1981). Creativity by is very nature demands
something novel. Second, there is the focus on the

19
 CHAPTER III
RESEARCH METHODOLOGY

In this chapter the writer explains about: research design, population and sample, data
collection, and data analysis.

A. Research Design

The method used in this study was descriptive qualitative method. Descriptive
qualitative method is necessary procedure to qualitative method. Descriptive
qualitative is typically an electric but reasonable and well-considered
combination of sampling, and data collection, analysis, and representational
techniques. (e.g., lowenberg, 1993).
In this research, the researcher described the students’ creativity and
motivation in writing.

B. Research Subject and Object

1. Research Subject
The subjects of this study included all of students of the second years of
MA Shirotol Mustaqim in Academic year 2017/2018 consist of 3 classes, each of
the class consist of 31 students, so the total of the objects was 90 students.

2. Research Object
The object of this research focused on the student creativity and motivation
in writing.

C. Research Instruments
The writer used the instrument to get the information about the creativity and
motivation the students’ in writing. The instruments used ware observation, and
writing test.
Table 3.1 The Rubric For Verbal Creativity Test
Indicators Good point (4-5 Middle (2-3 point) Need improvement

20
 point) (0-1 point)
Propose the idea
Propose lost idea,
quite a lot, Propose little idea
although still in
although still in in one point of view
Fluency want point of view
one point of view (perspective) with
(perspective) with
(perspective) with others
other
other
Propose very Propose the idea
Propose not enough
diserve idea, quite a lot,
diserve idea in one
although still in one although still in
Flexibility point of view
point of view one point of view
(perspective) with
(prospective) with (perspective) with
others
other other
Using competent in Using some
Using components
the design and components with
and presenting very
manner of others (common) or
Originality different way from
presentation are it could not be
the others, not just
quite different from understand, too
weird, but also fresh
others in the design imposing
Describing
Describing the Describing the
problems
Elaboration problem in great problem deeply
superficially (not
depth/detailed enough
detailed)
Adopted by Intan Sulastya Ningsih in academic year 2016/2017

Table 3.2. The scoring rubric for motivation

Good point (4-5 Need improvement
Indicators Middle (2-3 point)
point) (0-1 point)
Attention If you have good If you have quite When you have little
gaining and gaining and gaining and

21
 maintaining maintaining
maintaining attention
attention attention
If you can make When you have
If you have little task
good task for quite task for
Relevance for subject to the
subject with the subject to the
object
object object
When you have
If your confidence When you have
good confidence
Confidence and self-efficacy is enough confidence
and self-efficacy
a quite and self-efficacy
are closely aligned
Publicly
Provides
celebrating success Provides
reinforcement for
provides reinforcement for the
the learners
Satisfaction reinforcement for learners receiving
receiving the
the learners the acknowledgment
acknowledgment is
receiving the is enough
a quite
acknowledgment

D. Data Collection Procedure

To collect the data, the writer used test technique as follows:

1. Observation Sheet
The researcher employed observation checklist to find out the data about
“the students creativity and motivation in writing”. The indicators being
measured in the checklist are; the topic, technique of conducting the data, the
technique learning process.

2. Writing Test
To complement the test scores, writing test is one way to check ability of
the student in writing.

E. Data Analysis

22
 To analyze the data, the writer applied descriptive qualitative method, such
kind of steps was applied which was related to the technique of data collection
through the observation and writing test.

1. Data Reduction
Firstly the writer chose the relevant data from all the data which is collect.
This research focus on the data that is relate to the students’ difficulties in
understanding English writing.

2. Data Display
The next step is displaying the data which is in qualitative research the
data displayed in able

3. Drawing connection
Drawing connection is kind of strategy in teaching and learning process
to improve students’ creativity and motivation in writing.

4. Triangulation
Triangulation is a distinct tradition in the literature on social science
research methods that advocate the use of multiple methods. This form of
research strategy is usually described as one of convergent methodology, multi
method (Campbell and Fiske, 1959).

CHAPTER IV
RESEARCH FINDING AND DISCUSSION

A. Research Findings
After collecting the data from the recording, note taking and questionnaires
of five E2DC members on 17th July – 8st August 2017, then the researcher began
to analyzing the data by theory applied from Miles and Huberman 1994 in
chapter III to find out are internal and external factors can affect students’
confidence in public speaking performance.

23
 The researcher applied the qualitative method to analyze the data. The
activities that the researcher conducted was reduction, displayed and then
verifying and conclusion the data, and analyzing what are internal and external
factors that affect students’ confidence in public speaking performance.

As what the researcher has elaborated in chapter III about the instrument of
the research and the technique of data analysis. The researcher used the note
taking as the instrument and found that:

1. Note Taking Explanations

Performance
No Subject
Explanation
See other things while explaining, use some gestures
1 Rahmatullah
(hands, body)
use some gestures (hands, body), see his note when he
2 Yusran Hadi
forgot, see other things while explaining.
use some gestures (hands, body), see other things while
3 Zainul Islam
explaining., using word ‘aaa’ when thinking.
use some gestures (hands, body), see other things while
4 Jami’at
explaining., using word ‘aaa’ when thinking.
use some gestures (hands, body), see other things while
5 Juliansyah Ade Putra
explaining.
Here the researcher found that there were 3 internal factors consits of (Felix
(1977) as cited in Leontiev & James (1981: 133)):
a. The speaker used some their gestures while spoke (this factor deals
with behaviour).
b. When the speaker confused, relized or not the speaker has thinked
while said ‘aaa’ (this factor deals with behaviour).
c. How long their practice speaking could influence their speaking
performance (this factor deals with motivation).

And here researcher found 2 external factors consist of (Surya, (1979)):

a. The speaker avoid to see the listener or audiences (this factor deals
with social).
b. Place could influence their speaking performance (this factor deals
with non-social).

24
2. Questionnaires Tabulation
The researcher used the questionnaires as the instrument of the research
which was consist of 5 items, 3 items are about internal factors that affecting
students confidence in public speaking performance and 2 others about the
external factors that affecting students confidence in public speaking
performance. Each point has 4 options (very agree, agree, disagree, and very
disagree), and each option has the value. To tabulate the values of options, the
researcher categorized the values into 4 levels as suharsimi (2006: 241-243)
stated in her book:
a. Very agree (the first grade) values 4
b. Agree (the second grade) values 3
c. Disagree (the third grade) values 2
d. Very Disagree (the last grade) values 1

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 Table I
Questionnaires Result
1) Rahmatullah
Answer
NO Questionnaires
1 2 3 4
Not too see the audiences when speaking help the
1 √
speaker more confidence to offering their ideas
Use some gestures when speaking help speaker to
2 √
offering their ideas
When the speaker confused, they would think while
3 √
say ‘aaa’
4 Place can influence the speaker’s confidence √
How long speaker practice their speaking can
5 √
influence their performance in fron

2) Yusran Hadi
Answer
NO Questionnaires
1 2 3 4
Not too see the audiences when speaking help the
1 √
speaker more confidence to offering their ideas
Use some gestures when speaking help speaker to
2 √
offering their ideas
When the speaker confused, they would think while
3 √
say ‘aaa’
4 Place can influence the speaker’s confidence √
How long speaker practice their speaking can
5 √
influence their performance in fron

26
 3) Zainul Islam
Answer
NO Questionnaires
1 2 3 4
Not too see the audiences when speaking help the
1 √
speaker more confidence to offering their ideas
Use some gestures when speaking help speaker to
2 √
offering their ideas
When the speaker confused, they would think while
3
say ‘aaa’ √
4 Place can influence the speaker’s confidence √
How long speaker practice their speaking can
5 √
influence their performance in fron

4) Jami’at
Answer
NO Questionnaires
1 2 3 4
Not too see the audiences when speaking help the
1 √
speaker more confidence to offering their ideas
Use some gestures when speaking help speaker to
2 √
offering their ideas
When the speaker confused, they would think while
3
say ‘aaa’ √
4 Place can influence the speaker’s confidence √
How long speaker practice their speaking can
5 √
influence their performance in fron

27
 5) Juliansyah Ade Putra
Answer
NO Questionnaires
1 2 3 4
Not too see the audiences when speaking help the
1 √
speaker more confidence to offering their ideas
Use some gestures when speaking help speaker to
2 √
offering their ideas
When the speaker confused, they would think while
3
say ‘aaa’ √
4 Place can influence the speaker’s confidence √
How long speaker practice their speaking can
5 √
influence their performance in fron

Table II
Tabulation
V V Amount of
Internal and external factors that affect V1 V3
2 4 Responden
NO students confidence in public speaking
ts
performance 4 3 2 1
(AR)
1 Not too see the audiences when speaking
help the speaker more confidence to 1 4 0 0 5
offering their ideas
2 Use some gestures when speaking help
5 0 0 0 5
speaker to offering their ideas
3 When the speaker confused, they would
2 3 0 0 5
think while say ‘aaa’
4 Place can influence the speaker’s
3 1 1 0 5
confidence
5 How long speaker practice their speaking
5 0 0 0 5
can influence their performance in fron
TOTAL 16 9 1 0 25

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 The table of tabulation shows the amount of respondent who choose the
option of questionnaires which was consist of 5 items. Each item has 4 options
with the first option values 4, the second option values 3, the third options
values 2, and the last option values 1. The amount of respondents is 5
members at the E2DC FPBS IKIP Mataram.

3. Questionnaires Computation
After tabulating the items’ values of questionnaires, the researcher
computed the values of each item to obtain the final values of each item to
obtain the final values each item in order to be able to make the percentage
and category of the values.
To obtain the final values of each item the researcher applied the formulation
below:
(R x V) + (R x V) + (R x V) +(R x V) = AV
(AV : AR ) = (FV)
Where:
R= respondent
V= value
AV= amount of whole values
FV= final values

Table III
Computation I
V V V Amount
V3 Amount
Internal and external factors 1 2 4 of
of whole
NO that affect students confidence in Respond
values
public speaking performance 4 3 2 1 ents
(AV)
(AR)
1 Not too see the audiences when 1 4 0 0 5 16
speaking help the speaker more

29
 confidence to offering their ideas
2 Use some gestures when speaking
5 0 0 0 5 20
help speaker to offering their ideas
3 When the speaker confused, they
2 3 0 0 5 17
would think while say ‘aaa’
4 Place can influence the speaker’s
3 1 1 0 5 17
confidence
5 How long speaker practice their
speaking can influence their 5 0 0 0 5 20
performance in fron

Table IV
Computation II
V V V Amount
V3
Internal and external factors 1 2 4 of Final
NO that affect students confidence in Responde Value
public speaking performance 4 3 2 1 nts (FV)
(AR)
1 Not too see the audiences when
speaking help the speaker more 1 4 0 0 5 3,2
confidence to offering their ideas
2 Use some gestures when speaking
5 0 0 0 5 4
help speaker to offering their ideas
3 When the speaker confused, they
2 3 0 0 5 3,4
would think while say ‘aaa’
4 Place can influence the speaker’s
3 1 1 0 5 3,4
confidence
5 How long speaker practice their
speaking can influence their 5 0 0 0 5 4
performance in fron
TOTAL 16 9 1 0 25 17,4
Where:
a. The first item: shows the factors affecting students in public speaking
performance deals with the speaker that avoid to see audience or listener. The
value of this item is (1x4) + (4x3) + (0x2) + (0x1) = 4+12+0+0= 16. The final

30
 b. value of this item is 16:5= 3,2
c. The second item: shows the factors affectng students in public
speaking performance deals with the gesture of speaker while speaking. The
value of this item is (5x4) + (0x3) + (0x2) + (0x1)= 20+0+0+0= 20. The final
value of this item is 20:5= 4
d. The third item: shows the factors affectng students in public speaking
performance deals with the way speaker thinking their ideas when they forget
it. The value of this item is (2x4) + (3x3) + (0x2) + (0x1)= 8+9+0+0= 17. The
final value of this item is 17:5= 3,4
e. The fourth item: shows the factors affectng students in public speaking
performance deals with the place of speaker performance. The value of this
item is (3x4) + (1x3) + (1x2) + (0x1)= 12+3+2+0= 17. The final value of this
item is 17:5= 3,4
f. The fifth item: shows the factors affectng students in public speaking
performance deals with how long the speaker practice speaking. The value of
this item is (5x4) + (0x3) + (0x2) + (0x1)= 20+0+0+0= 20. The final value of
this item is 20:5= 4

Based on the computation of the data, the researcher has categorized the
values into two levels as follows:
a. 1 to 3,00 is classified as Low (L)

b. 3,00 to 4,00 is classified as High (H)

(Purwanto, 2010: 103)

Table V

The Category of Factors Affecting Students’ Confidence in Public Speaking

Performance of E2DC Member at E2DC Organization FPBS IKIP Mataram

Internal and external factors that affect Final

NO students confidence in public speaking Value Categories
performance (FV)

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1 Not too see the audiences when speaking help the
3,2 H
speaker more confidence to offering their ideas
2 Use some gestures when speaking help speaker to
4 H
offering their ideas
3 When the speaker confused, they would think
3,4 H
while say ‘aaa’
4 Place can influence the speaker’s confidence 3,4 H
5 How long speaker practice their speaking can
4 H
influence their performance in fron

The table 4 shows clearly the categories of the factor affecting students’
confidence in public speaking performance of E2DC member at E2DC
organization FPBS IKIP Mataram. There were 3 internal factors and 2 external
factors are classified as High (H).

 Data 1:
Data 1 shown that internal and external factors could affected public speaking
performance where sometimes used some getures (hands, body) and seen another
things while explaining, and the researcher found words “came here to talk aout
the dangerous of aaa smoking, there many people aaa that smoking” in data 1
transcript.

 Data 2:
Data 2 shown that internal and external factors could affected public speaking
performance where sometimes used some getures (hands, body) and seen another
things while explaining, and the researcher found words “but the aaa government
system itself, aaa make a something there are way of parentng to teach” in data 2
transcript.

 Data 3:
Data 3 shown that internal and external factors could affected public speaking
performance where sometimes used some getures (hands, body) and seen another
things while explaining, used word “aaa” when thinking, and the researcher

32
found words “but it also aaa come into their economic perspective” in data 3
transcript.

 Data 4:
Data 4 shown that internal and external factors could affected public speaking
performance where sometimes used some getures (hands, body) and seen another
things while explaining, used words “aaa” when tinking, and the researcher
found words “students keep aaa switching the smartphone aaa in the classroom”
in data 4 transcript.
 Data 5:
Data 5 shown that internal and external factors could affected public speaking
performance where sometimes used some getures (hands, body) and seen another
things while explaining, and the researcher found words “aaa well, aaa ciggarette
is actually aaa harmful for us not only aaa” in data 5 transcript.

B. Discussion
Here were 3 internal factors that affect students confidence in public speaking
performance:
1. The students used some gestures to help them to offered their ideas
(this factors belong to internal factors deals with behaviour)
2. The students said ‘aaa’ while thinked and got their ideas back (this
factors belong to internal factors deals with behaviour)
3. The students agreed that if they practice more they had good
confidence when speaking (this factors belong to internal factors deals with
motivation)

Here were 2 external factors that affect students confidence in public speaking
performance:
1. The students tried to not focus on seeing the audience or listener when
they speaking performence (this factors belong to external factors deals
with social)
2. The students argeed that place could influence their confidence (this
factors belong to external factors deals with non-social)

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 The researcher conclude that internal and external factors could affected
students’ confidence in public speaking of E2DC member at FPBS IKIP
Mataram, according to Burton, Platts (2012) in Confidence for Dummies, the
researcher conclude that:
Classified Classified
Internal/Ext Self-Confidence
High/Lo
Conclusions
eral Factors (Burton, Platts
w Level
(2012)) (H/L)
The students used some gestures
Flexibility in
to help them to offered their Behaviour H
behaviour
ideas
The students said “aaa” while Flexibility in
Behaviour H
thinking and get their ideas back behaviour
The students agreed that if they
Eagerness to
practice more they had good Motivation H
develop
confidence when speaking
The students tried to not focus
on seeing the audience or Emotional
Social H
listener when they speaking stability
performance
The students agreed that place A wouldingness
Non-social H
could influence their confidence to take a risks

From the table above, the researcher could stated that internal and external
facorts could affected students’ confidence in public speaking performance of
E2DC member at FPBS IKIP Mataram because of some factors such as:
behaviour, motivation, social and non-social factors, and all of those factros
classified as high level it means that those factors were really important on
affecting students’ confidence in public speaking performance.

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 CHAPTER V

CONCLUSION AND SUGGESTION

Based on the data analyzed which was elaborated on the previous chapter and the
obtained factors that affect students’ confidence in public speaking performance, the
researcher drawn the conclusion and suggestion as follow:

A. Conclusion
The researcher found that there were two factors internal and external factors,
the internal factors consist of 2 behaviours and 1 motivation, while external
factors consist of 1 social and 1 non-social factors which all factors classified as
high level (H).

B. Suggestion
Regarding the result of this research as what described in the paragraph above,
so there were some suggestions that offered and presented by the researcher:

1. To the Lectures:
The result of this study could help the lecture to know what factors that
affecting students’ confidence in publc speaking performance, So the
lecture know how to build up the students’ confidence.

2. To the Students:
The result of this study could help students to know what factors that
affect students’ confidence in public speaking, and this research could be
refference for next researcher.

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