Amril Zainal (2010) THE CONTRIBUTION OF MOTIVATION IN LEARNING TOWARD ABILITY IN WRITING HORTATORY EXPOSITION TEXT BY THE SECOND YEAR STUDENTS OF SMAN 02 KAMPAR KIRI TENGAH DISTRICT KAMPAR REGENCY. Skripsi thesis, Universitas Islam Negeri Sultan Syarif Kasim Riau.

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Abstract

Based on temporary observation, the writer has found that there were some students who still had not able in applying their writing ability. Whereas, they had learned about writing since they were in Junior High School. This problem can be caused by some factors. In this case, the writer assumed that the students’ motivation in learning have variations, especially in writing term. Based on the problem above, the writer wanted to find out whether there is a significant contribution of motivation in learning toward ability in writing, and the percentage of students’ motivation in learning toward ability in writing hortatory exposition text. This research was conducted at SMAN 02 Kampar Kiri Tengah District Kampar Regency. The subject of the research was the second year students of at SMAN 02 Kampar Kiri Tengah and the object was to find out the positive contribution of motivation in learning toward the ability in writing hortatory exposition text. The population of this research was the Second Year Students of SMAN 02 Kampar Kiri. The population was 70 students. The writer took all as total sampling. The instruments of the research are questionnaire to elicit students’ motivation in learning and test to find out the students’ ability in writing hortatory exposition text. In analyzing the data, the writer used the formula of product moment correlation coefficient technique for big sample. As a result, the writer has found that there is significant contribution between motivation in learning toward ability in writing hortatory exposition text. It is higher than “r” table whether in the level of 5% or 1% (0.232 < 0.752 > 0.30). It also means that (Ha) is accepted and (Ho) is rejected. Then, the percentage of students’ motivation in learning is categorized “Low” where 54.2%. Then, the percentage of students’ ability in writing could be categorized 24% on an average. It could be seen the percentage of students’ writing ability, where 24% is “Very Good”, 24% is “Good”, 24% is “Enough” and its remains are in the category “Less” and “Fail”.

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