mini research - language acquisition 1
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MINI RESEARCH : LANGUAGE ACQUISITION
BY. CIKA
(http://www.ateep77.wordpress.com/)
ABSTRACT
Children in the age of 6-12 are now must fully involved in learning English since it is
considered essential for children to learn it earlier. In fact, it does not work yet for most
children learning English, as a case in one of the primary schools in Subang that 97% of them
could not even spell colors in English. The researchers begin to concern about the materials
being taught related to their motivation to learn English where lack of motivation is proven
as the main issue in this case. So, the researcher is anxious about finding out the more
practical solution in term of increasing their motivation to speak English, without ignoring
the nature of the children itself; curious, active, full of enthusiasm and often show a lot of
eagerness to participate. The researchers employed descriptive study in conducting this
research, while observation and interviews were employed to collecting the data. The
findings show that there is a material now given in the senior high school which is
appropriate and increasing strongly the students’ motivation to learn English better,
especially in speaking, which rarely occur in the first grade of senior high school. Therefore
the researchers conclude that having relevant and constructive material which actually
touches the nature of the children would directly increase their motivation the most. Due to
the results, the researchers recommend the government and any educationist to be more
selective in verdict the materials given to students with paying more attention to the
students’ interest and motivation on them.
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CHAPTER I
INTRODUCTION
This chapter presents background on the research, limitation of the research, research
questions, aims of research, significance of the research, and hypothesis. This chapter also
provides a brief explanation about the method of the research. In the end of this chapter,
the researcher informs clarification of main terms and organization of paper.
1.1 Background
Speaking English is now found very hard to be applied in daily activities even by the students
of English Department. It seems to be strange when people speak English in the public
areas. Speaking English even with friends of English department will be considered as weird
by others. Rarely finding students, no matter in what level they are, who have willingness to
speak English in his daily life becomes one of the proves that the students have the lack of
motivation. They are not even able to motivate themselves; it indicates that they will not
able to motivate others.
Why speaking English is important, while reading is the most important area or activity for
individuals to engage in for the sake of the development of L2 academic competence, and it
is important as well for interpersonal function and for merely “getting along” in any literate
society (Troike 2006), should be clearly explained in the very first beginning. As the data I
found, elementary students’ activities in the classroom are mostly, for about 85%, done in
the speaking way. Repeating what their teacher said, singing, mentioning fruits, animals,
those are examples on how students done most orally English learning in speaking way, not
reading. Speaking is also important area of activity for L2 learners if they will be using the
language for interpersonal purposes, whether these are primarily social or instrumental
(Troike 2006). To speak English cannot be done with ease. Having minimally 200
vocabularies is one of the requirements for just speaking English falteringly. Since students
must have hundreds even thousand vocabularies to speak English fluently, they should be
engaged earlier. Most Indonesian usually consider somebody good in English through
her/his pronunciation, speaking. The impressive image given through speak English is totally
effective to show off her/his ability. Peoples’ ways to see that can motivate that somebody
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to learn or do it more. Firstly before learning it, the students should have willingness to do
it. The willingness comes up from motivation.
Motivation is a key to ultimate level of proficiency (Troike 2006). In researcher point of view,
increasing students’ motivations mean helping them to increase their level of English
proficiency. So first thing to do is motivating the children to have deeper desire to speak
English. The forms of the motivation can be a compliment, a pride, or amazement. It can be
various. Children, according to their age, are considered easy to be motivated. All teachers
need to do is choosing the best way to motivate them through the materials given in the
class.
Since children are more successful L2 learners than adults (Troike 2006), the writer believes
that children should be engrafted earlier. Completing that way, children’s nature is
essential. It is one of the ways to have fundamental on how children respond or do
something. In accordance with children’s nature, if they are given a compliment because
they do something, they will do the same thing anymore to gain it again.
Introduction material which in status quo is explained for the students in senior high school
seems not really effective in increasing their motivation to speak English. Based on the
description above about motivation and children’s nature, introduction material can meet
the need of teachers to increase the children motivation to learn speaking English. Since
children will meet many new people, it will be good for them to know how to introduce
themselves. When parents and others know that their children can speak English by
introducing themselves to a guest for example, it will make their parents rightfully proud
and suddenly give compliments. These compliments are another form of motivation which
can burn children spirit to speak more not only to introduce them.
There was also another reason why I have big concern and curiosity on this topic. This is just
a real story happened to my cousin. Last week, my cousin, a little girl of six, went home and
told my family how happy she was. She also promised to learn hard especially in learning
English. Then she began to tell the story when he was in the English class. It was just a
simple story in my point of view. When her teacher asked her for several questions, she
never missed it. She could answer every single question pointed to her. Then her friends
adored her and suddenly thought that she is so smart in speaking English. Her teacher also
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plays role here, she gave her a compliment. For me, that was just an ordinary compliment.
However, my cousin accepted all as her new spirit, big spirit to learn English more. Actually,
at that time I saw it as one of the motivation components which is desire to attain the goal
or need (see Oxford and Ehrman 1993). I never thought before that this kind of very simple
action could affect deeply students’ motivation.
Therefore, with a big expectation that it could be useful for Education and its elements I
decided to make a research on it, with the topic “The need of “introduction” material (now
given in the first grade of both senior and senior high school) to be taught earlier to the
fourth grade students of elementary school in term of increasing their motivation to speak
English”.
1.2 Limitation of Problem
This research is limited in gathering information on how “introduction” material which held
in the first grade of senior high school will affect the students motivation in improving
speaking skill if it is taught in fourth grade of elementary school. The researcher specifies
her study in the observation of the effectiveness of applying introduction material in
improving students’ motivation in speaking English, without neglecting other aspects that
could occur in the adapting of introduction material as one of the materials presenting in
the fourth grade students of elementary school.
1.3 Research Questions
Based on the background above, the present research endeavored to address the questions
below:
1. What are the advantages and disadvantages of giving the introduction material
earlier to fourth grade students of elementary school?
2. Which school should be in the first place to teach introduction material in term of
motivating students to speak English better?
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1.4 The Aims of Research
The aims of this research are described below:
1. To identify which material is important to be given earlier as the elementary school
material
2. To identify how significant does the introduction material promote the students’
motivation to speak English more
3. To have a brief knowledge about children and teenagers motivation affected by the
introduction material given to them
1.5 The Significance of Research
The result of this research will allow the fourth grade students of elementary school to have
the introduction material as one of the English materials given. Since it is considered less
effective and efficient to adapt this material to the first grade students of senior high school
in promoting their motivation to speak English, it would be better to convert it to be the
elementary students’ material. The impact would be seen in their spirit to learn more
vocabularies and their effort to speak English earlier. This would be very helpful for them in
the future because they already fill their spirit with a big motivation to learn English.
Another consideration is that introduction material is the applicative one that is easy to be
applied everywhere. As children, for sure, they will meet many new people; give this
material to senior high school students will be too late to be taught.
1.6 The Hypothesis
The researcher firstly came up with an assumption that children need something applicative
for them in learning speaking English. Most people considered speaking English as a hard
thing to do. The researcher believed that changing this paradigm since the children age is
very crucial. Children should be have an understanding that learn or speak English is not that
hard. It means that they should be given an interest and attractive material to stimulate
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those continuing speaking English. Motivated by compliment, feeling of proud, amazement,
will lead them to the first interest that Speaking English is cool. They know not all people
could speak English. Thus, introduction material is something that they can apply it anytime
with anybody to show off their ability.
In Indonesia, if there were children of seven or eight already speak English, it is a great thing
to see. People will be amazed. Children feel rightfully proud. The compliments fill their head.
So, related to the assumption above the researcher began this research with a hypothesis
“children need an applicative material to increase their motivation, in this case it is
introduction material given in senior high school”.
1.7 Research Method in General
The research methods used in this research is qualitative method which is valuable “to assist
the researcher in deciding whether the teaching program needed to be modified or altered
in any way so that the objectives may be achieved more effectively” (Nunan, 1992).
1.8 Data Collection
As outlined above, this study used multiple techniques of data collection, conducted not
only at the conclusion of the study, but also in a first beginning and ongoing way (Fraenkel
and Wallen, 2000, p. 505; Bogdan and Biklen, 2003).
This research begins with doing an observation toward both fourth grade students of
elementary school and first grade students of senior high school and the interview done to
twenty senior high school students who already learnt introduction material. This
observation is addressed to have a wider point of view on how introduction material
affecting students motivation to speak English. Another purpose of the observation is that to
know who feel more attractive in learning this material and followed it up by learning the
next English materials with same or bigger motivation than before. The interview is aimed to
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strengthen the researcher hypothesis that introduction material affects nothing to the
senior high school students’ motivation in improving their speaking English ability.
Ongoing data collection will be taken up briefly in this section, and the use of interview,
which was conducted at the end of the research in detail. The interview is employed to the
twenty students from both elementary and senior high school.
1.9 Classification of Terms
These following words and its meanings are several terms used in the research topic
(Consulted from Cambridge University):
Motivation : (U) enthusiasm for doing something;
(N) The need or reason for doing something;
Speak, speaking : using the stated language; to (be able) talk in a language.
Need : something that somebody should have or would benefit from having
it.
Introduction : an activity to do to make people know somebody.
Material : information produced in various forms to help people.
Elementary school : a school which provides the first part of a child’s education, usually
for children between five and eleven years old.
High school : a school in the US for children aged 16-18 years old.
Increase : to make something larger in size.
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CHAPTER 2
THEORETICAL FOUNDATION
2.1 Historical Developments and Trends in the Study of Foreign Language Learning (L2)
Motivation
The field of foreign language learning (L2) motivation research was founded in 1959 by two
Canadian social psychologists, Lambert and Gardner. Although they were not linguists, they
became interested in second language learning because of the somewhat unusual Canadian
socio-political environment, which is characterized by the coexistence of French- and
English-speaking communities. The most universally accepted contribution of their work to
the field has been that learning a second language is unlike learning any other subject. This
is because it “involves imposing elements of another culture into one’s own lifespace”
(Gardner & Lambert, 1972, p. 193), and because it is easily influenced (positively or
negatively) by a range of social factors, such as prevailing attitudes toward the language,
geo-political considerations, and cultural stereotypes (Dörnyei, 2005). In other respects,
though, the field, just like its counterpart in general and educational psychology, has
undergone a number of shifts: in scope, in research perspectives, in its relation to practice,
and in its relationship with the field of Second Language Acquisition research.
The first empirical investigations related to L2 learning motivation took place in Canada, and
were aimed at identifying and measuring variables that shared variance in common with
measures of English-French bilingualism (Gardner & Lambert, 1959). Many such studies
resulted in the proposal of Gardner and Smythe’s (1975) pioneering socio-educational
model of second language acquisition in school contexts, which has been revised several
times (e.g., Gardner, 1985a; Gardner, 2000; Gardner & MacIntyre, 1993a; Tremblay &
Gardner, 1995). It is interesting to note that, according to Gardner, “acquisition” involves
“the development of bilingual skill in the language, and that this requires considerable time,
effort, and persistence” (Gardner, 2001a, p. 4, my emphasis).
Another motivation research occurred after the publication of Dörnyei and Ottó’s innovative
(1998) process model of L2 motivation. As a result, in the late 1990s, a new, process-
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oriented period began for L2 motivation research. The process-oriented period is
characterized by an increasing emphasis on viewing motivation, not simply as a static
product, but also as a dynamic process fluctuating over time. This movement is spearheaded
by the research that has been carried out by Dörnyei, Ushioda (e.g., 2001), and colleagues in
Europe. The new approaches are moving toward an integration of concepts from
motivational psychology, personality psychology, and even neurobiology (Dörnyei, 2005).
2.2 Orientation and Motivation
A basic distinction was made in Gardner (1985a) but has frequently been misunderstood,
namely that between orientation and motivation (i.e., “the driving force in any situation,”
Gardner, 2001a, p. 6). Gardner’s theory does not belong to goal-type theories (Dörnyei,
2001c); therefore, its focus is on motivation, not orientations.
There are two common misconceptions of Gardner’s motivation theory (Dörnyei, 2005).
One is that L2 motivation is simply the interplay of two components, an “integrative
orientation / motivation” and an “instrumental orientation / motivation.” It is not surprising
that misconceptions abound, given that:
• The terms “orientation” and “motivation” have been used somewhat inconsistently in the
past by Gardner himself.
• Gardner, for instance, still mentions both “integrative orientation” and “integrative
motivation” but that the terms have come to refer to different concepts linked in complex
hierarchical relationships (see Figure 2.3).
• Many of these terms sound confusingly similar (e.g., “integrativeness,” and “integrative
motive”).
The other common misconception is that the theory revolves around a simple dichotomy of
the type, “instrumental motivation is bad / integrative motivation is good,” which is
probably a consequence of Gardner’s almost exclusive focus on “integrativeness.”
2.3 Integrative Motivation
Figure 2.3. shows Gardner’s (2001a) conceptualization of “Integrative Motivation.” based on
an extract from his basic model of second language learning (pp.5-7), which is a revised
version of his earlier conceptualization of the “Integrative Motive” (Gardner, 1985a).
“Integrative motivation” subsumes three components. The first two, “integrativeness” and
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“attitudes toward the learning situation,” are usually fairly highly correlated and are seen as
supports for the third component, which is “motivation.” In other words, a student who has
high levels of “integrativeness,” and/or “positive attitudes toward the learning situation,”
but is low in “motivation” is unlikely to achieve much in terms of L2 proficiency. Conversely,
for motivation levels to be sustained over the long period needed to master an L2 a high
level of “motivation” alone is insufficient; it needs to be supported by high levels of
“integrativeness,” and/or positive “attitudes toward the learning situation.” Gardner’s
(1985a) social psychological approach assumes that students’ goals, when they engage in L2
learning, fall into two categories, an integrative orientation, and an instrumental one. An
integrative orientation reflects a positive disposition toward a community of L2 speakers,
accompanied by a desire to learn the L2 for the purpose of interacting with, and even
becoming similar to valued members of the community of L2 speakers. An instrumental
orientation refers to a desire to learn the L2 primarily for potential concrete gains
associated with L2 proficiency, such as improved education, career, or financial prospects.
Even though “integrativeness” and “instrumentality” are the two most frequently
highlighted concepts in L2 motivation studies (Csizér & Dörnyei, 2005), “instrumentality” has
not received much attention from Gardner. “Integrativeness” is assessed in the AMTB by
scales tapping attitudes toward the group of L2 speakers, general interest in foreign
languages, and a set of integrative orientation items reflecting reasons for studying the L2
based on attraction to the group of L2 speakers (MacIntyre, 2002).
Finally, Figure 2.3 indicates the function that Gardner (2001a, p. 5) attributes to
“instrumental motivation” and to other motivational factors (e.g., a stimulating L2 teacher
or course), within a class of variables that he termed “other support” in his model of second
language learning. However, this miscellaneous class of factors appears somewhat
artificially differentiated from “integrative motivation,” and not particularly well integrated
into the model (Dörnyei, 2005).
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FIGURE 2.3
Conceptualization of Integrative Motivation
(Based on Gardner, 2001, pp. 5-7)
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2.4 Value Components of L2 Motivation
For many secondary school students, learning an L2 remains primarily an academic
requirement, which is often at best perceived as a means to achieve another end. In other
words, they may be interested in obtaining high scores in an L2 test (which may only require
the ability to do well in complex multiple-choice tests, and not test either oral or written
proficiency in the L2), in order to pursue other meaningful personal goals. Recall that the
term “instrumentality” is normally used to refer to learning an L2 for such utilitarian
purposes.
Dörnyei and Kormos (2000), and Dörnyei (2002) investigated the instrumental benefits
associated with the EFL proficiency of Hungarian high school learners. In these studies, the
authors preferred to use the term “incentive values” to instrumentality because, besides the
usual pragmatic benefits mentioned by the participants, other incentives were mentioned
such as traveling, making foreign friends, and understanding English songs. Dörnyei and
Kormos (2000) found a negative correlation between learners with high task attitudes who
reported an interest in incentive values and the number of words produced by these
learners; they suggested it might be because such an interest was socially desirable rather
than genuine. On the other hand, Dörnyei (2002) reported a highly significant, positive
correlation between students with positive task attitudes who reported an interest in
incentive values and the number of turns they had taken during the task. Dörnyei (2002)
indicates that the result is in accordance with his theoretical proposition that task
motivation is “fuelled by a combination of situation-specific and generalized motives” (p.
151).
Finally, another noteworthy finding from the studies by Dörnyei and Kormos (2000) and
Dörnyei (2002) was that some learners, who had negative attitudes toward the tasks used in
their study, nevertheless engaged in L2 communication behavior when they held favorable
attitudes toward the L2 course. This seems to lend support to Schumann’s (1999) argument
that some individuals may be “willing to endure” (p. 36) certain L2 learning experiences that
they find unappealing or even unpleasant, just because of the contribution these
experiences make to achieving a longer-term goal that they value (e.g., learning an L2). It
also suggests to me that favorable attitudes toward an L2 course may be related to the
positive value students attach to L2 learning in general, and that attitudes toward specific
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language learning tasks may be based on an affective type of response to these learning
tasks, which can be self regulated.
2.5 Dörnyei’s L2 Motivational Strategies Framework
Traditionally, motivational psychologists have been more concerned about what motivation
is than about how we can use this knowledge to motivate learners. Recently, however, there
has been a marked change, and more and more researchers have decided to look at the
pedagogical implications of research by conceptualizing motivational strategies.
Motivational strategies can refer to instructional interventions consciously applied by the
teacher to elicit and stimulate student motivation, or to self-regulating strategies that are
used purposefully by individual students to manage the level of their own motivation. The
motivational strategies discussed here belong to the first type, namely, to instructional
techniques used by teachers.
A survey of the educational psychology literature related to the study of motivation in the
classroom reveals many publications on teacher behaviors that should be effective in
fostering student motivation in the classroom (for reviews in educational psychology see,
e.g., Brophy, 2004; Ginsberg & Wlodkowski, 2000; Pintrich & Schunk, 2002; within the area
of language education see, e.g., Alison & Halliwell, 2002; Dörnyei, 2001a, 2006; Williams &
Burden, 1997).Yet, it also reveals the absence of a theory-based framework that could
accommodate the diverse behaviors—although Dörnyei (2001a) is a notable exception in
the L2 field. His model for a motivational L2 teaching practice comprises four main
dimensions:
Creating the basic motivational conditions, namely, laying the foundations of motivation
through establishing a good teacher-student rapport, a pleasant and supportive
classroom atmosphere, and a cohesive learner group with appropriate group norms.
Generating initial motivation, that is, “whetting the students’ appetite” by using
strategies designed to develop positive attitudes toward the language course and
language learning in general, and to increase the learners’ expectancy of success.
Maintaining and protecting motivation through promoting situation-specific task
motivation (e.g., by designing stimulating, enjoyable, and relevant tasks), by providing
learners with experiences of success, by allowing them to maintain a positive social
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image even during the often face-threatening task of having to communicate with a
severely limited language code, and finally, by promoting learner autonomy.
Encouraging positive retrospective self-evaluation through the promotion of adaptive
attributions and the provision of effective and encouraging feedback, as well as by
increasing learner satisfaction and by offering grades in a motivational manner.
Figure 2.5 presents the schematic representation of the model, indicating the main macro-
strategies associated with each dimension. The macro-strategies are further broken down
into over 100 motivational techniques. The reader is referred to Dörnyei’s book on
motivational strategies (2001a) where these are explained in detail. Dörnyei’s L2
motivational strategies framework served as the theoretical basis for designing the
classroom observation instruments in the current investigation.
While the motivational strategies reported in the L2 motivation literature are usually
grounded in sound theoretical considerations, there has been very little research in the past
to answer this crucial question: Do the proposed techniques actually work in language
classrooms? This deficiency was already highlighted by Gardner and Tremblay (1994) over a
decade ago: In reflecting on the potential usefulness of motivational strategies, they argued
that, from a scientific point of view, intuitive appeal without empirical evidence was not
enough to justify strong claims in favor of the use of such strategies. They therefore
recommended that these strategies be considered as mere hypotheses to be tested, and
highlighted a number of possible pitfalls to avoid in such research. The fact that there may
be a discrepancy between the assumed and the actual motivational power of certain
motives or motivational strategies is indeed a real concern, which is well reflected in the
title of a very recent paper by Chen, Warden, and Chang (2005): “Motivators that do not
motivate.”
In retrospect, however, it can be seen that Gardner and Tremblay’s (1994)
recommendations have hardly been taken up by scholars in the L2 field. This is partly
because validation studies of motivational strategies are labor-intensive, since they require
the application of experimental designs and/or extensive classroom observation. At the time
of writing, only one published study (Dörnyei & Csizér, 1998) had the explicit objective to
provide empirical data about the effectiveness of 51 motivational strategies (selected from a
list, drawn up by Dörnyei, 1994a, of about 100). However, that study only relied on
teachers’ self-reports about how important they considered strategies and how often they
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used them; it was not based on documentation of the actual nature of the participating
teachers’ motivational practice (which would have been more objective), nor on the
students’ classroom behavior to which such practice might have been linked.
FIGURE 2.5The Components of a Motivational L2 Teaching Practice (Dörnyei, 2001, p. 29)
CHAPTER III
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RESEARCH METHODOLOGY
3.1 Research Design
This mini study, as outlined before, is conducted by using qualitative descriptive method.
Qualitative or interpretive methods are not yet commonly used in L2 motivation
research, although they have been advocated over the past decade (e.g., Dörnyei,
2001c, in press; Ushioda, 1996). A main difference between quantitative and
qualitative/interpretive methods is that the latter focus on the participants’ rather than
the researcher’s interpretations and priorities. Thus, qualitative methods can be more
contextually sensitive than quantitative ones because researchers do not set out to test
preconceived hypotheses; rather, they tend to define analytic categories only during the
process of research.
Qualitative methods exclude the collection of numerical data in favor of natural data in
the form of researchers’ field notes (e.g., notes taken during classroom observations),
participants’ verbalizations of their experiences (e.g., interviews, journal entries, or
answers to open-ended items in questionnaires), and/or authentic documents (e.g.,
recorded speech samples, texts written by participants, video-recordings of lessons). The
analysis of these data consists of discovering meaningful themes and patterns.
Consequently, researchers can learn about students’ L2 motivation from, for instance,
descriptions constructed after having observed the students engaged in classroom
activities and from students’ accounts of their feelings relating to their L2 teacher and
engagement in L2 class activities. From observation notes, it is possible to appreciate
how teachers select, sequence, modify, and create activities to cater to their students’
specific needs and the constraints of their particular environment.
With their potential for yielding rich and varied data, qualitative research methods
accompanied by quality in-depth analysis and interpretation can lead to uncovering the
structure of events when the meanings and perspectives of individuals are important.
The main drawbacks are that qualitative-type studies are labor-intensive and usually
involve only a small number of participants, which makes it impossible to generalize the
findings since the few participants may not be representative of the population being
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studied. However, the latter drawback can be overcome to some extent by using
appropriate sampling methods (see next section, and for more details, Dörnyei, 2007).
3.2 Data Collection
The data are collected using observation and the interviews. The observation is done in
the fourth grade of elementary school and first grade of senior high school in Subang.
This city is chosen because the citizens in this city are less development especially in the
educational field. It shown by the results of national examination conducted every years.
Beside math, English become the obstacle to pass the examination. The researchers
assume that the cause is the teachers lack in molding the students since the children
age. Because of the lack motivation that never be built in themselves make the students
stay longer in the paradigm of “learning English is hard”. The elementary school is
chosen because most of the students about 95% have low marks. Even though the
teacher has done many methods but then the students are still not being motivated to
get higher marks. Then it is considered as the lack of motivation that the students have
in learning English. Another reason that leads the researchers to choose this elementary
school is because of their open-minded toward the progress of their students. The same
case also occurs in one of senior high schools in Subang. When being asked, they answer
that the materials is sometime too hard and other times too simple. Then to prove all
the assumption, the researchers firstly conduct observation to know the real of
students’ activities includes its material in class.
3.2.1 Observation
Observation is an investigation done systematically and employed intentionally by using
the five senses, especially eyes toward the ongoing cases (Bimo Walgito, 1987: 54).
While Djumhur (1985: 51) defined observation as a technique to directly and indirectly
investigate the ongoing phenomenon both inside and outside school.
In conducting the research, using literal observation is the only way to have more
intimate situations with the students. It also facilitates the researchers to direct feel
what the students feel and to fairly judge the performances performed by students from
both elementary school and senior high school. Getting involved and sitting in the same
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classes enacted like we are the real pupil was the way to gain some experiences and to
keep the validity of the data collected.
The observation is done firstly in collecting data in order to provide the researchers a
general condition on the learning process of introduction material conducted in the first
grade of senior high school.
Since an observation of the same class in the elementary school is also needed, a
teacher from one of elementary schools in Subang interested to get involved in this
research and try to conduct this material to her students. Introduction material is taught
to them in term of finding out the children responds to this kind of new material. it is
caused by the result of the previous observation when elementary children are just
taught about numbers, colors, things, and others without relating it into their daily lives.
The observation is done to measure the class performances shown by the students from
each level. Then the result of each observation would be compared to know the
differences of them and as the material to answer the first research question addressed
by the researchers.
The result of their performances was presented in the percentage scale in order to
facilitate the readers in understanding the result. We use the scale from 10%-100%. It
was classified deeper into:
10%- 25% = poor performance
25%-50% = average performance
50%-80% = good performance
80%-100% = awesome performance
3.2.2 Interview
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The last source of data was interviews with the students. An interview has been defined
as “an interaction between two people, with the interviewer and the subject acting in
relation to each other and reciprocally influencing each other” (Kvale, 1996, p.35).
This enabled the researchers “to check the accuracy of-to verify or refute-the
impressions we had gained through observations” (Fraenkel and Wallen, 2000, p.509).
The interview was conducted to 40 respondents, 20 respondents were from elementary
school and the rest were from senior high school. Both interviews were done after the
students got the introduction material. The form of the questions being investigated was
presented in different languages for each level. Students of elementary school were
asked in bahasa concerning that English questions would not be understandable for
them as they just have learnt few things in English. Considering that senior high school
students were already taught many things in English and the questions asked are simple,
so, the researchers questioned them in English.
After the class, the students were asked to stay in a room to be called later in turn and
the researcher asked about their opinions after having introduction material.
3.3 Data Instrument
The data instruments are the observation sheet and the interviews questions written in
a paper.
3.4 Data Analysis
Data are collected from the interview used to investigate twenty students from both
senior high schools and elementary schools. The questions asked are same for both
levels of schools. The researchers just differentiate it in the language used. Indonesian
questions are used to investigate the elementary school students in informal way,
whereas the English questions in a quite formal way are used to the other level. They all
answer the questions in a good way, so it does not render collecting data difficult.
Literal observation is also employed on this collection data work. Initially, both
researchers participated as a learner, sitting with different character of children and
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teenagers. We learned and practiced with them and they watched us struggle with
similar jobs in the class, specifically in this material.
Bellow is the results of the data collected as well as its analysis.
According to the observation done, the data are the following:
No. Level of each value (Percentage)High School Elementary
school1. Active Class Participation 30% 60%2. Students enthusiasm 20% 95%3. Teachers and students interaction 40% 65%4. Students practice actively 50% 85%5. Good students’ responds to “introduction”
material35% 85%
6. Good students attention 45% 80%7. This material affects students motivation in
improving speaking ability positively25% 95%
8. Students willingness to learn 45% 75%9. Followed up by doing practices outside the
class5% 100%
In doing the observation, the researchers attempt to be completely objective in viewing
the students’ performance of both school levels, elementary and the senior high school.
To show the researcher perspectives, the students’ performance of senior high school
will be firstly discussed in the findings part. The senior high school students are seems
not interested in learning this material. It is proven by their less attention when their
English teacher explained it to them. Chatting, doing something with their cell phones,
silent joking, are such activities they did in the class when Introduction material is
conducted. The interaction between teacher and the students is wide apart. They are in
the same room working on different business. However the goodness found by the
researcher is that in the practice session, most of the students take easy on it. Some of
them pointed to come forward and practice show very small amount of difficulties on
doing that. They already know how to introduce themselves. Well done. Perceiving “no
matter” for this material leads them to the lack of practice outside. Understanding the
material before teacher’s explanation affects students’ motivation negatively. The ease
of this actually causes a weak willingness to learn other English materials.
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Secondly is what the researcher has found in the fourth grade of elementary school
students. This observation result shows significant differences of percentage from both
elementary school students’ performances and senior high school ones. The children
involve actively in each activity of learning this material. When first time the teacher
introduces herself, they begin to mumble, trying to say what she said. It is one of the
indicators that they start to be attracted on. It is a kind of very good interaction done
between teacher and students, because the students do what the teacher ask to them.
Listening and repeating loudly what is being taught run smoothly in that class. All
children want to be able to do the same thing.
When the teacher asks them to practice introducing themselves, one by one in front of
the class, they’d be happy to. They perform as well as they can. Sometimes, even the
mousy one, willing to come to the front, and speaks very slow and soft. Almost everyone
in the class enjoy this material. Every time the teacher asks for practicing many of them
directly raise their hands. Answering teacher’s question does not become their fear any
longer. Hobbies and dreams are their favorite things to share. Smile and even laugh fill
that classroom; it is a fresh class. No one want to be silent, they do it repeatedly without
feeling bored. This is a very active classroom since the students show very big
enthusiasm by repeating the entire teacher said loudly.
After the class dismiss, they ask the teacher when they are going to learn English again.
It is very good news. It indicates their motivation and interest to learn English especially
to speak this language. As a nature of children, they love to show off themselves, who
they are, or how smart they are. That happens after this class; outside the class. When
they meet other friends from other classes they directly introduce themselves in English.
Most of others who listen to them look like they wanted to do what they have done. Not
only those students taught this material but also students from other classes want to be
able to speak English.
The researcher found that the class participation of the senior high school students is
less than the elementary ones. The observation result shows that the elementary school
students have bigger interest in learning the “introduction” material than the other
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ones. Then it gives them more motivation to speak English than it is for the senior high
school students.
These are question used to investigate twenty students of senior high school:
1. Do you like speaking English?
2. Do you like learning “introduction” material?
3. Does learning this material bring any impacts toward your speaking ability?
4. Is it difficult for you to learning this material?
5. Does learning this material motivate you to speak English better?
TABLE 3.4 a
The interview is employed as one of the ways to dig the information
Before going further, let’s firstly discuss the data collected from one by one specific answer
delivered by the twenty respondents. For the first question, more than half of the
respondents respond it positively. Speaking English is something they like to do. Good
beginning. It means that they already have good start to learn speaking English. Teachers
just need to support them appropriately by giving them, in this case, more challenging
material than just a little of “introduction”. Then the second question answered by the
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students dislike dominating it. In fact, the ignorance of this material begins to appear here.
It is one of the reasons of why learning introduction material does not bring any impacts
toward their speaking ability. Unfortunately their likes to speak English are cut down by the
easy material given to them. The data show that learning an introduction material is not a
big deal for them so why teachers should teach something the students already able to do.
The materials should be to appropriately support the development of motivation so that
there is a proper foundation for optimal educational growth. However the data collected
from the senior high school interview negate the statement before.
According to Ryan and Deci (2000), ‘intrinsic motivation generally refers to motivation to
engage in an activity because that activity is enjoyable and satisfying to do.’ Class activities
are on occasion of the materials of it. Indeed, because they already know the stages of self
introduction, learning this material become as just as flashing something the usually do. It
leads them to feel bored immediately in class. Repeating something usual in a formal
condition make them ignore it, not watch in from academic perspective and its senses. The
boring atmosphere in the class will not bring them to have an enjoyable and satisfying
activity to do, for instance, practice to introducing yourself. Any betterment becomes
unobtainable for them. They lose their focus to learn their motivation and finally abolish
their own spirit to learn. At this point, nothing can be expected from the introduction
material taught to the first grade students of senior high school.
Having known the senior high school students respond to this material, the elementary
students might show different. The nature of both different ages, at least in this case,
strongly affected their interest and ways to learn something. After having discussion for this
long in senior high school area, the next one to be presented will be the discussion
presented after conducting interview to the fourth grade students of elementary school.
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TABLE 3.4 b
The data above were collected after the researchers try to conduct such experiment by
giving them introduction material. The result is totally different with those from senior high
school where almost all students responded negatively on the questions given. The
elementary school students, on the other hand, gave positive respond to the questions. It is
along with one of the characteristics of young learners characterized by Brumfit (1997: v)
who stated that young learners tend to be keen and enthusiastic learners (cited
fromhttp://peni.staff.uns.ac.id/2008/10/10/young-learner-characteristics/). The surprising
results occur when respondents answered the third and fifth question. All of them said ‘yes’
in responding the two questions indicating a high interest in learning English, the
introduction material particularly.
Showing the existence of motivation among students themselves, according to Ball (ibid),
motivated students refer to those who wish to do things that teachers expect. Creating
kinds of situation that can emerge students motivations are often hard to do. However, the
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researchers found any other situation supporting his statement. Students’ attractiveness to
perform in front of the class introducing themselves and to obey the teachers’ instructions is
parts of this situation. The elementary students’ performances in the class indicate their
big willingness to speak English better and better. By their eagerness to be actively
participating in the class activities when they were given the introduction material, they feel
nothing difficult with English. It’s going to be greatly affecting their perspectives in viewing
English as many people consider it very hard to learn. Their motivation will transform to be a
continuity of speaking English as it is proven by the answers of fifth question. Just as it was
found in Song (2004) that elementary school children indicated that they are motivated to
study English because it is a compulsory subject at school.
The situations the researchers underwent when implementing it to the senior high school
students were no longer happen in the elementary school. All students seem to be focus on
teacher instruction, and they respond enthusiastically to every activity along the
introduction material. It again, proves that this material already touch the natures of
children, which are different from adults. The characteristics cover their ways of thinking,
their attitude, their aptitude, et cetera. They also prevail to the children’s ways of learning
language. This, of course, influences the ways of teaching them. To give the best quality of
teaching English to the children, the teachers should know and understand them (cited
fromhttp://peni.staff.uns.ac.id/2008/10/10/young-learner-characteristics/).
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CHAPTER IV
FINDINGS
4.1 Findings
Every time adult learners see a child who speaks a foreign language fluently, the learners
regret not having started learning the foreign language earlier because the learners' speech
necessarily involves a foreign accent. It is widely believed that the earlier people start
learning a second language, the more successful they will be. If there is 'a period, during
which language can be acquired more easily than at any other time (Richards, Platt and Platt
1992:92),' language learning after that period should be more difficult.
It is related with the findings of the researcher through this mini research. The researcher
found that it is very essential to motivate children to learn English since their children age.
Giving material which is relevant with their live is applicative for them. Applicative material
is easy to be implemented anywhere, anytime and with anyone. One of the applicative
materials found useful to be learnt since children age is “introduction material” which is
now given in the senior high school level.
It is also found that teaching introduction material to the fourth grade students of
elementary school brings many advantages to its students. They are able to make people
know who they are to say in English. Since it is very applicative material, it is going to be
hard for them to forget this material. There are no longer the words of “English is hard”
which make students reluctant to learn English. Showing easier material makes them have
big enthusiasm to learn English which lead them to the betterment of their English
especially on the speaking ability that the researcher concern from the very first beginning.
The disadvantages also found in this experimental research, after having an easy material, it
is difficult to move them to the next stage which is not interesting for them.
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From the data collected, we found a very significant value (shown in percentage) of
motivation gained by the elementary and the senior high school students. The children
aged- students show that this introduction material attracts them to learn English again and
again. In contrast we found less interest from the senior high school students. They tend to
be boring in the class which makes it run ineffectively. The result also shows that most of
them already recognize well “how to introduce”.
The last, the researcher found that the students of elementary school need this material
more than the students of senior high school. According to the condition above in the first
paragraph, it is important for them to learn English since children age. So, the introduction
material, in term of motivating children in the earlier age to speak English for the sake of
learning effectiveness, is more needed to be share in the fourth grade of elementary school.
After completing this research, the researcher also found a cycle exists. Based on the
researchers’ observation, most of teachers come to the classes without big plan on how
they are going to teach. The big plan in this case is not simply as the lesson plan. Teachers
need to develop an overall plan that covers the entire aspects of learning processes. In
status quo, teachers generalize the students’ capabilities and performances that make them
restricting students right to gain more knowledge in the class. What teachers demanded is
only the students understand what they have explained in classrooms. Expecting students to
obtain high scores in his/her lesson is usual. No more educative practice. No wonder if the
education does not increase significantly. One thing that seldom to be touched is to build
students motivation; how to make the students attractively involve in the English learning
process. Students are commonly forced to be active in the classroom without any stimulant
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Stimulation (introduction material)
before. Stimulant to increase the students motivation to speak English are rarely thought by
teachers.
Then this research comes up with a new cycle above, motivation cannot be built without the
existence of the stimulant. The stimulant can be everything. The ways teachers deliver the
materials, even the materials itself can be the stimulant to build students motivation. Why
the motivation becomes so important by the way, stated by Harmer 1998, while real
motivation comes from within each individual, young learners rarely have clear motivation;
they may come to class simply taking it for granted, or because they like the teacher. So,
through studying the elementary students’ performances in the classroom, the researchers
determine that materials play important role in stimulating students’ motivations.
The introduction material is considered as an applicative and relevant material for children
and their lives. Then, implementing it in the classroom, and providing appropriate method
to improve it made the students feel interested in learning this. This interest, then, leads
them to practice more and more since it is can be performed easily. This motivation will
encourage them to perceive the next materials for sure with more enthusiasm perhaps.
The more practice done makes them has a good ability in speaking English; it is then the
next motivation for them. Added by the compliments from others, just affect nicely to their
motivation to speak English.
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CAHAPTER V
CONCLUSION AND RECOMMENDATION
5.1 Conclusion
To sum up, it is very important for the Indonesia government to pay more attention on how
children learn language and how to meet the learner needs. In accordance with the result,
the researcher expects that the government be willing to reconsider the education policy.
Since the result of this mini research prove to you that the English material given to the
students in various levels does not meet yet the need of the students.
Another thing which is important is that students should be able to use the language since
the earlier age. Then they will not have any barrier to learn it in the adult age. Giving the
easy material and motivate them from the children age should be done well to increase
their willingness in learning language.
5.2 Recommendation
Based on the findings of the study, the researchers recommended it for three parties who
are taking part in the flow of education. Thus, it is addressed for the government, teachers,
and students.
First, the government is suggested to be more selective in deciding the materials given from
each level of education. The researchers suggest that the material should touch the nature
of learners in order to make them eager to learn English better. The materials themselves
are emphasized as such kind of applicative materials which are appropriate to be
implemented not only in the teaching learning process but also in students’ daily life. The
students are hopefully able to apply it everywhere, every time, and with everyone they deal
with.
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To English teachers, the researchers have a big expectation of the betterment on their ways
of teaching. They should be able to find an effective ways of teaching certain materials in an
attempt to raise students’ motivation. In addition, teachers are expected to be able to
organize the intended materials into the useful one by giving them a relevant method in
delivering the material. Teacher education therefore must urgently provide better models
for teaching English. The students’ perceptions toward the materials given should be in
positive ways, don’t let the students perceive that the material being present means
nothing for them, for their lives, just because the teachers give no feedback to the students.
It is what we called as meaningful learning.
Regarding students as the main subject of this research, it is also recommended for them
not to be rebel in receiving the material. Whatever the material given, they must be able to
take more advantages. They must enable themselves to engage well with any material they
got.
Moreover, for the recommendation of further study, the researchers suggest other
researchers who have a big concern in enhancing students’ motivation to focus on more
specific detail since this study has a limited setting; it may not be appropriate to be
implemented in other settings.
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_________. Motivation. (http://www.pickthebrain.com/blog/21-proven-motivation-tactics/, accessed on June 24, 2009).
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