Professional Documents
Culture Documents
ENGLISH DEPARTMENT
FACULTY OF LETTERS AND CULTURE
UDAYANA UNIVERSITY
2014
Secretary
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
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.
ii
TABLE OF CONTENTS
Acknowledgements .................................................................................................. i
Table of contents ...................................................................................................... iii
Abstract .................................................................................................................... v
CHAPTER I INTRODUCTION ........................................................................... 1
1.1
1.2
1.3
1.4
1.5
1.5.2
1.5.3
2.2
Concepts .......................................................................................................... 15
2.3
2.2.1
Aptitude ............................................................................................... 15
2.2.2
Motivation ........................................................................................... 16
2.2.3
2.2.4
2.3.2
2.3.3
3.2
3.3
3.4
3.4.2
3.5
3.5.2
3.6
iv
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
CHAPTER 1
INTRODUCTION
1.1
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)
(Drnyei, 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 ones 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.
1.2
Problems of Study
According to the background explained above, the discussion in this study
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:
1.5
Research Method
To carry out a scientific research, following the research method is a must,
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
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
1.5.3
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 Lunsfords 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
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.
10
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.
11
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
12
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
13
14
2.2
Concepts
Technical terms that are used in this study are aptitude, motivation,
Aptitude
Aptitude refers simply to the inherent ability or talent and specific in area
15
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)."
16
2.2.3
2.2.4
17
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. 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
18
19
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
20
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
21
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
concerns
energy,
direction,
persistence
and
22
1.
Intrinsic Motivation
In the term self determination, intrinsic motivation refers to an individuals
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
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.
2.
3.
4.
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
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.
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
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.
3.1
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
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
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
35
reached score more than 80 and in the data taken, even twenty two students got a
perfect score.
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 <50
20
Score 60
15
10
5
Score70
6
Score 80
Score 90>
0
Spelling Cues
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 <50
Score 60
13
14
Score70
8
Score 80
Score 90>
Word in Sentences
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 <50
40
30
30
Score70
20
10
Score 60
11
Score 80
Score >90
0
Paired Association
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.
Based on Carrolls 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
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
Group G
82
B+
Group E
88
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
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
SMP Negeri 1 Gianyar was conducted, the result found is portrayed like this:
42
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
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
45
3.4.2
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
47
remedy or re-exam and also take extra time learning or course if necessary before
the end of the semester.
3.5
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
Self Image
Inhibition
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
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
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)
Aptitude
Average
Above Average
High
Poor
Fair
11
Good
19
28
Excellent
14
22
53
B-
B-
B+
B+
A-
54
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 languagelearning
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 someones aptitude and motivation, the better their
performance in learning a foreign language especially in this study is English.
CHAPTER IV
CONCLUSION
57
58
59
BIBLIOGRAPHY
61
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.
Koci, 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 Learners 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
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
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
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
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
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
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
Jawaban
1.
6.
2.
7.
3.
8.
4.
9.
5.
10.
bok buk
2. bok buk
bov bof
3. geet gut
beet but
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
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
A
B
beautiful letter that he had ever received.
D
E
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
--
English
con
gun
si
wood
kab
hand
kab
juice
bat
ax
pal
son
xuux
basket
mis
cat
che
tree
kaan
sky
munyal
cloud
chiich
bird
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. con
A. story
B. gun
C. eat
D. mix
E. bird
8. Xuux
A. basket
B. garbage
C. cricket
D. gun
E. sky
4. kab
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. Chiich
A. nature
B. door
C. bird
D. no
E. fly
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