There is no single magical formula for motivating students. Many factors affect a given student'smotivation to work and to learn. This study focused on the correlation between self assessmentand motivation in learning English of the Second Grade students of SMPN 6 Palembang. Thereare four objectives in this study:1) to find out how the second grade students of SMP N6Palembang motivation in learning English is; 2) to find out how the second grade students ofSMPN 6 Palembang self assessment is; 3) to find out whether or not there is any significantcorrelation between self assesment and motivation in learning English of The Second GradeStudents of SMPN6 Palembang; and 4) How much self assesment contribute to Students’motivation in learning English of The Second Grade Students of SMPN 6 Palembang. The datawere collected by using questionnaire of 70 students that were taken as the samples by usingrandom sampling. Then, it was analyzed by using Person’s Product Moment CorrelationCoefficient and the calculation was done by using SPSS (Statistical Package for Social Science).The result of the study showed that 72.9% of the second grade students of SMP N6 Palembanghad good motivation in learning English and 67.1% of the second grade students of SMPN 6Palembang also had good self assessment. In addition, the degree of correlation coefficientproved strong with the value of correlation 0.715 and self assessment itself contributed 51.1% tothe students’ motivation in learning English. From the above explanation, self assessmentproved significantly has a very important role in learning language especially English.Keywords: motivation, self assessment, English learning

Most of the teacher especially in Palembang or south Sumatera did not know about the topic discuss in here, the conclusion is they have to know and applicant the grading system as mentioned above, the principle or mechanics, kinds and general grading system used in many countries. In conclusion by grading the teacher could observe and see the result assessment given to their students having the result for further topics, so by grading the teacher hopefully could change their way or their perception towards the grading issued.

Due to low motivation of Management students in sharing their ideas orally, a study on using a talking card to promote students’ motivation in speaking skill performance was conducted. A classroom observation method was used in this study. The sample was 40 students of Management Students in the sixth Semester of STIE MuliaDarmaPratama Palembang. The data were obtained by means of observation and questionnaire. Based on the result of the data analysis, it found out that there was a significant difference of students’ willingness in speaking up their opinion after implementing the talking cards. It was also found out that the samples had positive attitude toward the use of talking cards. Most of them were glad to have the cards during the lesson. The students became more enthusiastic as they competed each other to spend the cards soon. They also, subconsciously, developed their 4Cs (Critical thinking and Problem solving, Communication, Collaboration, Creativity and Innovation) as they should find any strategy in order to produce words to argue for their friend’s opinion or simply just to give comment to their friend’s story. Finally, the writer recommends the use of this card in order to promote students’ motivation in speaking as well as develop their 4Cs.Keywords : speaking skill performance, students’ motivation, talking cards AbstrakKarena motivasi rendah siswa Manajemen dalam berbagi ide mereka secara lisan, sebuah penelitian tentang penggunaan talking cards untuk mempromosikan motivasi siswa dalam keterampilan berbicara dilakukan. Metode observasi kelas digunakan dalam penelitian ini. Sampel penelitian adalah 40 mahasiswa Manajemen Mahasiswa semester enam STIE Mulia Darma Pratama Palembang. Data diperoleh dengan cara observasi dan kuesioner. Berdasarkan hasil analisis data, ditemukan bahwa ada perbedaan yang signifikan dari kemauan siswa dalam mengungkapkan pendapat mereka setelah menerapkan kartu berbicara. Itu juga menemukan bahwa sampel memiliki sikap positif terhadap penggunaan talking cards. Sebagian besar dari mereka senang memiliki kartu selama pelajaran. Para siswa menjadi lebih antusias karena mereka saling berkompetisi untuk segera menghabiskan kartu. Mereka juga, tanpa sadar, mengembangkan 4C mereka (Pemikiran Kritis dan Pemecahan masalah, Komunikasi, Kolaborasi, Kreativitas, dan Inovasi) karena mereka harus menemukan strategi apa pun untuk menghasilkan kata-kata untuk memperdebatkan pendapat teman mereka atau hanya sekadar memberi komentar pada kisah teman mereka . Akhirnya, penulis merekomendasikan penggunaan kartu ini untuk mempromosikan motivasi siswa dalam berbicara serta mengembangkan 4C mereka. Kata kunci : keterampilan berbicara, motivasi siswa, talking cards