CORRELATION OF SELF CONCEPT AND STUDENTS MOTIVATION AT UNIVERSITY OF COKROAMINOTO PALOPO

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1 CORRELATION OF SELF CONCEPT AND STUDENTS MOTIVATION AT UNIVERSITY OF COKROAMINOTO PALOPO Ahmad Adiwijaya STISIP Veteran Palopo Abstract Self concept and motivation are two important terms in educational world. Self concept is a one of dominant factor influences the students motivation in learning Englsih as foreign or second language. Therefore, the purpose of this study is to describe: the correlation between self concept and students motivation at English students of Cokroaminoto Palopo University. The research used correlational design. The population was the sixth semester of English Departement of Cokroaminoto Palopo University. The sample of this research was selected by using random sampling. The collection of the data was done by using questionnaire. The result of the research shows that there is a significant correlation between self concept and students motivation in learning English at English Departement of Cokroaminoto Palopo University. It can be concluded that the correlation between self concept and students motivation is significant. The significant was smaller than it indicates that if self concept of students increases, therefore students motivation also increases. Keywords: correlation, self-concept, students motivation Abstrak Konsep diri dan motivasi merupakan dua istilah penting dalam dunia pendidikan. Konsep diri merupakan salah satu factor dominan memengaruhi motivasi mahasiswa dalam belajar bahasa inggris sebagai bahasa asing atau bahasa kedua. Olehkarena itu, tujuan dari penelitian ini adalah untuk menemukan hubungan antara konsep diri dan motivasi mahasiswa bahasa inggris pada universitas cokroaminoto palopo. Sampel yang digunakan dalam penelitian ini adalah sampel acak. Pengumpulan data dilakukan dengan menggunakan kuesioner. Hasil dari penelitian ini menunjukkan bahwa ada hubunganyang signifikan antara konsep diri dan motivasi belajar mahasiswa pada jurusan bahasa Inggris. Dari hasil tersebut dapat disimpulkan bahwa hubungan antara konsep diri dan motivasi adalah signifikan. Dengan nilai signifikansi lebih kecil daro 0,05. Hal tersebut menunjukkan bahwa jika self konsep tinggi maka motivasi mahasiswa juga tinggi, 42

2 namun jika konsep diri rendah maka motivasi mahasiswa rendah dalam belajar bahasa Inggris. Kata kunci: korelasi, konsep diri, motivasi mahasiswa Introduction Almost all countries in the world provide globalization as a concept to realize the nation-world. This phenomenon tends to all countries to prepare themselves to face and actively participate into the context. Indonesia is one of the countries in the world should get strategic role in the globalization era. Not merely join it as a followers but as determiner in many aspects of economy, politic and social. The logic consequences of globalization are lost of teritorial limit and also be simple bureaucracy. It means that the workers from the other countries will access job freely and simply without admnistrative limitations as a criteria to access or to participate on work aspect in indonesia in the future. Conversely, not only in indonesia but also for the other countries, the people or worker from indonesia may access a job in the other countries. Explanation above can be realized effectively when the people can interact, especially communicate to another. The main question is what the people need to interact or to communicate. Generally, language that is used in globalization era is English because it is used in almost all the countries in the world. All levels of institution starting from junior high school till university level learn English formally. Some problems arise in learning English process that teachers face, such as lazy student,negative environment, low self concept, low achiever, low motivation and low ability. Learning as a process, experience, and changing have been affected by some factors. They are external and internal factors (Suryabrata, 1971). In this study the researcher will focus on self-concept, environment, motivation, and achievement, here self concept is internal factor and peer group environment is external factor. According to Ahmadi and Widodo in Nur (2013:2), involving internal factors are (a) physical factor consists of sight, hearing, and body structure. (b) 43

3 Psychology factors consists of intelectual factor and non-intelectual factors such as attitude, self-concept, habit, need, and emotion. Involving external factor are social factor such as family environment, school environment, social environment, group environment, cultural factor such as costum, knowledge, technology and art, and the last is material factor environment such as home, learning medium and climate. All factors above interact each other directly or indirectly in students motivation and students achievement but the resercher will focus on studying the correlation between self-concept and peer group environment in determining students motivation and achievement. Self-concept refers to the totality of a complex, organized, and dynamic system of learned belief, attitudes and opinions that each person holds to be true about his or her personal existence. A positive self-concept can be developed through objectively in knowing oneself, always appreciate oneself, be friend to oneself and always have a positive and rationale thinking and also can contribute good academic achievement by student s optimistic personal expectations about himself of herself. There are several different components of self-concept: physical, academic, social and transpersonal. The physical self-concept relates to that which is concrete: what we look like, our sex, height, weight.; what kind of clothes we wear; what kind of car we drive; what kind of home we live in; and so forth. Our academic self-concept of how good we are overall and set of specific contentrelated self-concepts that describe how good we are in math, science, language, etc. The social concept describes how we relate to other people and transpersonal self-concept describes how we relate to the supernatural or unknowns (Yahaya et. al., 2009:26). Based on obesrvation with some students at English Departement of Cokroaminoto Palopo University on February about their self-concept of English and their peer group environment. Most of them answered in negative response. One of them said that English was not important thing, then he continued that I spent my time for climbing with my friends. Related to the explanation above, therefore the writer will conduct this 44

4 research on title correlation of self-concept and student s motivation at Cokroaminoto Palopo University. The researcher hope that this study will be an important input to campus in arranging the programmes for students in developing the their interest learning English. Some Pertinent Ideas According to Fernald that one factor that influence learning motivation and high achievement of individu is self-concept (Fernald, 1999) in Damank (2006). Then, According to Santrock (2006: 183) that Self-concept refers to evaluation about certain of self. Teenagers evaluate themselves in academic, atletic, physically and the other. Self-concept is evaluation about certain aspects. Then, According to Franken (1994) in Yahaya (2008: 2) stated that there is a great deal of reserch which shows that self-concept is, perhaps, the basis for all motivated behavior. It is the self-concept that gives rise to possible selves, and it possible selves that create the motivation for behavior. Based on Yahaya (2008:5) that Self-concept is not innate, but is developed by the individual through interaction with the environment and reflecting on the interaction. According to Mercer (p.15), person s self-concept consist of the beliefes on has about oneself, one s self-perception. Caputo, 2002 in Kuhns (2008) defines that Self-concept is the subjective colection of attitudes and beliefs about his or herself. It include thoughts and feelings about one s strengths, weakneses, abilities and limitation. Moss and Kagen in Colhoun and Cella (1999) stated that self-concept will influence the students will in their performance. Mead (1934) in Kuhns (2008) argued that self-concept is what differentiates humans from other animals and provides the a mechanism for self-interaction that used to guide behaviour. Self-concept is totality of perception that people have about themselves. According to Atwater in Nur (2013:30) self-concept is Totality of self image that involve people perception about themselves, feeling, belief, and values that relate to themselves. G.H Mead (Awal, 2013:30) states that self-concept is a social product that s formed through internalizing and organizing pshicological experiences toward phhysical environment and reaction from her/hisself has been accepted from people that affect to her/himself. 45

5 Myres-Walls et.al. (Thalib, 2005:75) states that self-concept is perception that peaople have about themselves those are formed by experiences, although observationabout themselves, either general self-concept g or specific self-concept involve self-concept relate to academic, carrier, athletic, artistic and physic. According to the Thalib in Nur (2013:31) stated that self-concept is self image, self assesing, self accepting are dynamic all is shaped through perception and interpretation on themselves and environment, involve general self-concept and specific self-concept, including academic self-concept, social and physic. According to Erikson (Nur, 2013:31) developing by five phases, those are followed: 1. Development of sense of trust vs sense of mistrust, in age 1½ 2 years. By interacting to her/his parent that can make basic impression that their parent can be believed or not. 2. Development of sense of anatomy vs shame and doubt at 2-4 years. The dominant develepment in this phase is motorical ability, and make the childreen can be more autonomous. 3. Development of sense of initiative vs sense of guilt, at 4-7 years. In this phase the children show curiosity and exploring. 4. Development of sense of industry vs inferiority, 7-11 years. In this phase the children want to prove the success in their effort. They do competition and effort to show their achievement. When the fail happened repeatedly it can make them be feeling down and feel inferior. 5. Development of sense of identity diffusion. Adolescent phase, usually they want to know about whom and how. In getting answer, they always collect informations from themselves in the past. There are a several different components of self-concept: physical, academic, social, and transpersonal. The physical aspect of self-concept relates to that which is concrete: what we look like, our sex, height, weight, etc.; what kind of clothes we wear; what kind of carwe drive; what kind of home we live in; and so forth. Our academic self-concept relates to how well we do in school or how well we learn. There are two levels: a general academic self-concept of how good we are overall and a set of specific content-related self-concepts that describe how 46

6 good we are in math, science,language arts, social science, etc. The social selfconcept describes how we relate to other people and the transpersonal self-concept describes how we relate to the supernatural or unknowns (Yahaya, 2008:2). The relationship of self-concept and school achievement are very specific. General self-concept and non-academic aspects of self-concept are not related to academic work; general academic achievement measures are related moderately to academic success. Specific measures of subject-related self-concepts are highly related to success in that content area. If academic achievement leads to self-concept, but self-concept is a better predictor of being a low-track or high-track student, it would appear that there is some intervening variable. It s mean the intervening variable is personal expectations. Self-concept is devided into two parts, those are academic self-concept and non academic self-concept. Here the writer will focuse on academic self- concept. Academic self-concept is thus an individual s self-perception of competence and their related self-evaluative judgements in the academic domain. Academic selfconcept consits of math academic self-concept and verbal academic self-concept. Where math academic self-concept consist of math self-concept, physical science self-concept, biological self-concept, economic business self-concept, then verbal academic self-concept consist of geography self-concept, history self-concept, foreign language self-concept and English self-concept. Here, the writer focus on foreign language self-concept cause it s relevan with the context of domain research. Learner s foreign language learning self-concept is individual s selfdescription competence and evaluative feelings about them selve as a foreign language learner (Mercer: p.15). Self-concept is a very dynamic that can change time to time. Some aspects of self-concept remain for a long period but others can turn opposite way. There are several factors that influence of the development of self-concept. Those are (1) the style of parental upbringinging, (2) continous failure in a child life, (3) depression, (4) internal self-critic (Yahaya, 2008:6). Yahaya (2008:6) also presented that there are few steps can be taken to have a positive self-concept. The first step is must behave objectively in knowing 47

7 ourselves no matter how small the achievement or positive experience that we possess it must be appreciated. We must try to enhance our talent and selfpotential. As it says, You can t be all things toall people, you can t do all things at once, and you just do the best you could in every way. The second step is must know and always appreciate ourselves. There is no other person that can appreciate us more that ourselves. People who know how to appreciate themselves are the one that can see all the good and positive things within them and other people. The third step is never be an enemy to us. People tend to blame themselves when conflicts arises between ideal expectation and the real self. When we become the enemy to ourselves, we can hardly see the good and positive side of ourselves. Gradually, they are mentally exhausted, frustrated and develop negative self-concept. The fourth step is to have a positive and rational thinking. Preceding theories imply that self-concept is the important role of the student in getting success because it determines how the students perceive themselves in perception, feeling, belief, and values. Self-concept involve negative and positive self-concept. Motivation is often defined as goal-directed activity. Many researchers picked up on this theme as achievement strivings are ingcreasingly described in terms of the students goals or purposes for task engagement. Dweck distinguishes mastery oriented and helpless children, not only in terms of their implicit theories about ability, but also according to the achievement goals that they adopt. Mastery oriented children are more likely to be pursuing learning goals, where their intent is to master the task and acquire new skills. Helpless children, appear to adopt performance goals, in which their purpose is to demonstrate that they have adequate ability and avoid giving evidence that they have low ability. Motivation is defined as the process that account for an individual s intensity direction, and persistence of effort toward attaining goal. Motivation is considered as one of the important aspect of actuating it is motivation that energies the behavior of people, while behavior activates action and action leads to actuation. Motivation is a set of processes concerned with the force that enegizes behavior and directs it towards achieving some goal. Motivation is the 48

8 process or the direction, which takes place in the memory of the individual (Kalburgi, 2010:148). Garnerd and lambert in Setiyadi (2006:28) stated that motivation has a significant role in learning foreign language. They classify motivation in learning a foreign language under two types. The first is integrative motivation, motivation to integrateto another culture, and the second is instrumental motivation, motivation acquire a language as a means for attaining instrumental goals: furhering career, getting a job, and so forth. Both may exist before the learners decide to learn another language. Achievement motivation is the will of students to do something, for getting standardised successful and effort to get success in this life (Santrock: 1988). Based on Bockaerts (2001:17) states that behavior in a learning context is regulated by two main components, (1) a domain cognitive and (2) a domain specific motivation component. The domain specific motivation component refers to students motivational beliefs, including their attitudes, psychological needs, values and motives and how these beliefs affect their goal directed behavior. Atkinson (1964) in Bockaerts (2001:70) states about achievement motivation that the tendency to approach achievement-related goal (T), is a product of three factors : the need for achievement or the motive for success (M1), the probability that one will be successful at the task (P2) and the incentive value of success (I1). Graham (1982) stated that motivation is the study of why people think and behave as they do. In the contex of academic achievement, motivational concerns would be addressed if we were to ask, for example, why some students complete tasks despite enormous difficulty, while others give up at the slightest provocation, or why some students se such unrealistically high goals for themselves that failure is bound to occur. From above theories of motivation, the researcher conclude that motivation plays significant role in success of academic achievement. It cause motivation is locomotive in self to do something, specially in learning. Motivation here including need for achievement, need in learning, idea in the future, apreciating in learning, interest activity and kondosive environment in learning. 49

9 Research Method Design of the Research This research included correlational research. Correlational research described the strength of relationship between two phenomena or characteristics (whitley, 2002 in santrock, 2007:65). The purpose of this research found out the strength of relationship among variables : self-concept, peer environment, learning motivation and student s achievement. (L.R. Gay. Et al, 2006:191). Based on the conceptual framework and hypothesis, then the variables in this research as follow : Predictors are self-concept (X1) and motivation (X2). Research Variables This research had two variables, there were criterion variable and predictor variable. Criterion variables consisted of one variable, that is motivation. Predictors consisted of one variable, that is self-concept. 1. Predictors Self-concept It involved students perception, expectation, and readiness related to English. 2. Criterions Students Motivation It involved desire and willing to success, need for studying, get an idea, respect in studying, interesting in studying and condusive learning environment. Population and Sample The population of this research was the sixth semester student of English Department of Cokroaminoto Palopo University academic year 2013/2014. The total number of population were 271 students from seven classes. The Researcher got 162 students from population by using random sampling. The researcher distributed the numbers to all population. Every number was written in a piece of little paper then put them into the mug then research take the paper one by one till the sample was completed (Spiegel: 1988). Operational Definition 1. Self-concept here meant that how the students perceive themselves in learning English. Self-concept scale was arranged by using math self-concept indicator as follow: 50

10 a) Perception is direct response of students to their learning in learning English b) Expectation is the willing of students in learning English can be realised c) Feeling is feel or situation of inner of students in learning English d) Readiness is the ability of students in learning English. 2. Motivation is the willingness of the students to improve their academic achievement. This motivation scale will be arranged by using some indicators that stated below. Those are: a) Desire and willing for success in English b) There are encouragement and need in learning English c) Expectation and ambition in the future d) Appreciation in learning English e) There is interesting activity in learning and condusive learning environment Instrument of the Research The instrument that was used to collect the data was questionnaire. The questionnaire was about self-concept and motivationt. The questionnaire used scale that consist of self-concept scale and students motivation scale. Alternative answer at self-concept scale, and students motivation scale used likert scale that consisted of strongly appropriate, appropriate, neutral, inappropriate, and strongly inappropriate. Procedure of Collecting Data Collecting data was done by the writer. There were some steps in data collecting procedure are: 1. The researcher explained to the sample about the purpose of the questionarie to know the self-concept and motivation. 2. Data collecting was done by using instruments such as English self-concept scale and learning motivation scale. 3. The researcher distributed questionnaire to the students as sample of the research to be answered for 30 minutes. 4. The researcher took data in 5 days becasue the language laboratory can covered only 32 students. 51

11 Technique of Data Analysis The collected data from self-concept, peer group environment and motivation calculated and analyzed based on likert scale principles. In analysing the data the writer used correlation analysis to find out the strength of relationship, direction of relationship and significance of the relationship among (Priyatno, 2013:11). The writer used the pearson product moment was appropriate coefficient to determine relationship (Gay, 2006:198). Result This subsection presented the result of analysis correlation of self-concept toward students motivation, peer group environment toward students motivation, self-concept toward English profociency and Peer Group environment toward English Proficicency. Self-Concept and Students Motivation To reveal the answer of alternative hypothesis (H1) of research question number one, there is a correlation between self-concept and Students motivation at English departement of cokroaminoto palopo university. The pearson product moment used in finding the correlation. Based on the analysis of data showed that self-concept correlated toward students motivation in learning English. It can be shown by the table below: Table 1. Correlation between Self-concept and Students Motivation Self-concept Students' Motivation Correlations Self-concept Students' Motivation Pearson Correlation ** Sig. (2-tailed).000 N Pearson Correlation.549 ** 1 Sig. (2-tailed).000 N **. Correlation is significant at the 0.05 level (2-tailed). Based on the table above, it can be seen that alternative hyphotesis (H1) was acccepted where pearson correlation was r =0.549 with signification is

12 Gay et al. (2006:358) stated that if the p value is less tahn to α =0.05, it means that there is significant correlation between self-concept and students motivation. The sign (**) under the table self-concept and students motivation indicated that both variables have a strong correlation. The finding related to theory of Rogers (1961) in chapter two that motivation is determined by two factros, one of them was internal factor, it was self-concept. Then Nur (2013) concluded in his research that Self-concept detrmined students motivation in learning. Conclusion and Suggestion Based on the finding and discussion in the previous chapter, the researcher comes to the conclusions as follow : There is positive correlation between selfconcept and students motivation in learning English at English Departement of Cokroaminoto Palopo with correlation coefficient based with significant correlation is 0.00 on the result analysis of SPSS version 20. The English lecturers of English Departement of Cokroaminoto Palopo University besides teaching, they also give explanation and enlightenment to the students about the importance of English for their future, therefore, they can be motivated in learning English harder. References Arip A, Mustofa The Relationship between Study Motivation and Peer Group Association toward Sosiology Student Achievement class XI SMA Muhammadiyah 2 Gemolong Tahun Ajaran 2008/2009. Teaching and Education Faculty of Sebelas Maret University Surakarta. Abustam. Et al Pedoman Praktis Penelitian dan Penulisan Karya Ilmiah. Badan Penerbit Universitas Negeri Makassar. Andartari. et al The Effect of Intelectual Ability (IQ) and Study Motivation toward Students Achievement at Accountant Subject at SMA Labschool Rawamangun. Journal of Education of Economy and Bussiness, Vol 11, No 2. Andriani A Study of the Effect of Intellegency and Students Motivation on Students Achievement at Accountant Subject of SMA Labschool 53

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