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The Comparison between Motivation in

Morning Medical Class and Morning LT


Class

Husna Hafilah ‘Adani


20160310091

Language Center
University of Muhammadiyah Yogyakarta
2018
The Comparison between Motivation in Morning Medical Class and Morning LT Class
Husna Hafilah ‘Adani
Abstract:
This study describes motivational comparison between attend the morning medical class and
morning LT class, the reasons of motivational difference, and is there any lack of motivation when
absenteeism. There participants were 5 medical students batch 2016 in University of Muhammadiyah
Yogyakarta and also had morning LT class. This study was survey study and used semi structured
questions interview for data collection. 80% participants respond that morning medical class is ordinary
because it starts at 07.30 am, 100% participants respond that morning LT class starts too early, and
100% participants responds that their motivational attendance in both classes are about academic
reason. As the conclusion, there is no motivational difference of attendance in morning medical class and
morning LT class, all of the motivational attendances are about academic reason, and most of students
does not feel lack of motivation when absent.
Keywords: motivational attendance, morning medical class, morning LT class.

Introduction

Elsa is a medical student in UMY. Her medical class usually start at 7.30 am. Today, she

has morning LT class. It starts at 7 am. Elsa become hesitant to attend the morning LT class. She

feels the LT class start too early, but finally she attends the class because she thinks learning

English will give her many benefits. How about another medical students’ motivation to attend the

morning LT class? Do they feel the LT class start too early? This paper will define the motivational

comparison between morning medical class and morning LT class.

LT class in undergraduate program in UMY can be classified as co-curricular activity.

Based on Oxford Dictionary, co-curricular activities are an activity at a school or college pursued

in addition to the normal course of study. LT class held to improve students’ language skill in

purpose to improve their future careers. A number of studies have explored about academic class

and co-curricular class. Marsh & Kleitman (2002) found that the students who participate in co-

curricular activities also perform well in their academics. Guest & Schneider (2003) also have

found positive associations between participation in co-curricular activities and academic


performance of the students. Some studies also have explored the relationship of morning class

and the attendances. Kelly & Murphy (2008) stated that there was little difference in the attendance

of classes in the early morning and the afternoon. However, there are increases students’ academic

performance in the afternoon than in the morning (Pope as cited in Carrel et al., 2011). It also

stated that due to traffic and sleeping in, the attendance of morning class become low. The study

found that students perform better in afternoon and late-morning classes than they do earlier in the

morning and the negative effects of having a morning class are strongest for STEM classes and

dissipate by afternoon (Shapiro; William, 2014). Shapiro (as cited by Wahlstrom, 2002) that

examined the effect of the start time change at Minneapolis Public School district from 7:15 a.m.

to 8:40 a.m. Also finds that the policy change had a positive effect on attendance and an

insignificant improvement on grades.

Most of the studies did in the western countries, it may depend on life habits. As the

example, the British people consider time as something valuable so they are very respectful of

time with always trying to be on time when making appointments or holding events (Giyatmi,

n.d.). The participants usually from students and college student, not from medical students.

Therefore, in this paper, the study doing in University of Muhammadiyah Yogyakarta, it

should be reflected to Indonesian culture. The participants are medical students whom soon to be

doctor. That the doctor should be come to work effective and on time, due to emergency life

threating. The principle of help for emergency patient is “time saving is lifesaving” when the

action in first minutes determine the life or death of the patient (Montjai; Mulyadi; Lolong, 2017).

This paper will describe motivational comparison between attend the morning medical class and

morning LT class, the reasons of motivational difference, and is there any lack of motivation when

absenteeism.
Research Method

This study was a survey study. Survey study usually used in social and psychological

research to describe human behavior (Ponto as cited in Singleton & Straits, 2009). It was to find

motivational comparison between morning medical class and morning LT class. The participants

were 5 medical students batch 2016 in University of Muhammadiyah Yogyakarta and also had

morning LT class.

Before doing this study, all participants had confirmed their consents. The participants also

informed about what the purposes of this study. This survey study used interview for the data

collection. It used semi structured question that consisted of 10 questions which 5 questions were

about morning medical class and 5 questions were about morning LT class. The interview was in

Bahasa to prevent miscommunication between interviewer and participants. The interview took

10-15 minutes. All the participants’ responses were written down. Then all responses collated into

paragraphs.

Data Interpretation and Discussion

Chart 1. Participants perception


about morning medical class
it is better because
20% 40% start at 7.30 am
it is ordinary
40%
excited
This chart shows participants’ perception about morning medical class. 2 participants

respond “it is better because start at 7.30 am”, 2 participants respond “it is ordinary”, and 1

participant respond “excited”.

All participants respond the morning medical class starts not too early because it starts at

7.30 am. All participants didn’t feel lack of motivation when absent.

Chart 2. Participants' motivation to attend


morning medical class

learning material is for exam


20%
40%
fulfill the attendance
40% obligation

studying

This chart shows that all participants’ motivation to attend morning medical class are

related to academic problems which 2 participants respond refer to the learning material is for

exam, 2 participants respond refer to fulfill the attendance obligation, and 1 participants refer to

doing study.

Chart 3. Participants absenteeism in


morning medical class
5 4

1
0
Ever Never

Ever Never

This chart shows that most of participant ever being absent in morning medical class, which

4 participants respond “ever” and 1 participants respond for “never being absent”. Also, there are
variant reasons of being absent which 2 participants respond refer to internal factors (1 participant

respond to overslept and 1 participant respond to coming late) and 2 participants respond refer to

external factors (1 participant respond to bad weather and 1 participant respond to back to

hometown).

All participants respond that LT class start too early .

Chart 4. Participants' motivation to


attend morning LT class
prevent remedial in the next year 2

get better score 2

PPB class has 1 SKS 1

0 0.5 1 1.5 2 2.5

This chart shows that all participants’ motivation to attend morning LT class are related to

academic problems which 1 participant respond to LT class has 1 SKS, 2 participants respond refer

to get better score, and 2 participants respond refer to prevent remedial in the next year.

Chart 5. Participants absenteeism in


morning LT class
4 3
2
2

0
Ever Never

Ever Never

This chart shows that most of participants ever being absent in morning LT class which 3

participants respond to ever being absent because the morning LT class start too early and 2

participants respond never being absent.


Chart 6. If participants feel lack of motivation
when absent

No 3

Yes 2

0 0.5 1 1.5 2 2.5 3 3.5

This chart shows that most of participants respond didn’t feel of lack motivation when

absent in morning LT class, which 3 participants respond “no” and 2 participants respond “yes”

of being lack of motivation.

Conclusion

As seen above, there is no motivational difference of attendance in morning medical class

and morning LT class. All of the motivational attendances are about academic reason. Most of

students does not feel lack of motivation when absent. The morning medical class and morning

LT class have same grade in students’ priority to their academic. It should be noted that this study

could not represent the total population of medical students in UMY. Most of participants respond

that morning LT class starts too early, we hoped that in the future, the morning LT class should

starts at 07.30 corresponding to morning medical class.

References

1. Marsh, H.W.& Kleitman, S. (2002). Extracurricular activities: the good, the bad, and
the non linear. Harvard Educational Review, 72, 464-512.
2. Guest, A.& Schneider, B. (2003). Adolescents’ extracurricular participation in context: the
mediating effects of schools, communities, and identity. Sociology of Education, 76, 89-
105.
3. Kelly, G.E.& Murphy, T.B. (2009). A study of attendance rates in University College
Dublin. Retrieved from https://maths.ucd.ie/~gkelly/attendance_rates.pdf
4. Pope, N. G. (2006). How The Time of Day Affects Productivity:
Evidence From School Schedules. Retrieved from
http://home.uchicago.edu/~npope/morning_afternoon.pdf
5. Shapiro, T. M.& Williams, K. M. (2014). The Causal Effect of the School Day Schedule
on the Academic Achievement of Adolescents. Retrieved from http://www.sole-
jole.org/15145.pdf
6. Giyatmi. Pengenalan Budaya dalam Pembelajaran Bahasa Inggris. Retrieved from
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n%20Budaya%20dalam%20Pembelajaran%20Bahasa%20Inggris
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Ambulans yang Digunakan dalam Merujuk Pasien Gawat Darurat di Instalasi Gawat
Darurat Rsup Prof Dr. R. D. Retrieved from
https://media.neliti.com/media/publications/108440-ID-gambaran-ketepatan-personil-
pendamping-d.pdf
8. Ponto, J. (2015). Understanding and Evaluating Survey Research. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4601897/