proposal pnlitian

7/25/2019 Proposal Pnlitian

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9 January 2013

CHAPTER 1

INTRODUCTION

1. A. Background of study

Language is the basic skill is needed for real communication among people. By using language,

e ill be able to e!press our ideas and feeling."1#$n $ndonesia, %nglish is learnt by students as

a foreign language and taught formally from elementary school up to the uni&ersity le&el.

'oreo&er, %nglish is used throughout the orld and it is used in many fields of life such as( in

politics, economics, social, entertainment and education. )herefore, $n $ndonesia, %nglish has an

important role especially in education. )hus, %nglish is taught as a compulsory sub*ect and

become one of sub*ects testing in +ational %!amination.

%nglish teaching in&ol&es four language skills Listening, -peaking, eading and /riting.

-peaking as part of four language skills is important to be learned and mastered by e&ery

indi&idual. $t is an acti&ity used by someone to communicate ith others. $t takes place

e&eryhere and has become part of our daily acti&ities. /hen someone speaks, he or she

interacts and uses the language to e!press his or her ideas, feeling and thought. "2#e or she also

shares information to others through communication.

+oadays, speaking is &ery important. $t is as a measurement of language learners hether

someone is successful in learning language or not."3#+oyes underlines, ur communication

skill determines ho successfully e interact ith others, hether one4on4one or in large group5.

"6#Besides, ha&ing speaking skill could be an e!tra &alue in getting higher le&el *ob.

oe&er, speaking is not an easy learning acti&ity. 'any factors can affect students7 success in

speaking. $n general, these factors can be identified such as teacher, students, en&ironmental

conditions and techni8ues to learn the lesson material.

Based on the riter7s e!perience, most of the students still can not speak fluently and

automatically. )he riter assumes that they ha&e learnt speaking by focusing on grammar rules

and te!tbook. )hey learn speaking by eyes not by mouth, meaning that they learn speaking by

reading a lot not talking a lot. -o, it makes them difficult in impro&ing their speaking ability.

'oreo&er, the limited lecture7s teaching techni8ue and material makes the students bored and

less moti&ated. -hortly, a lecture is e!pected to ha&e right teaching techni8ues to gi&e students

ith proper teaching materials so that the goal of speaking ill be achie&ed.
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$n general, the goal of teaching speaking skills is communicati&e efficiency. Learners should be

able to make themsel&es understood, using their current proficiency to the fullest. )hey should

try to a&oid confusion in the message due to faulty pronunciation, grammar, or &ocabulary, and

to obser&e the social and cultural rules that apply in each communication situation."#'ore

specifically, the syllabus of speaking at %nglish :epartment of $;$+ ;r4aniry also says that

after completing the speaking sub*ect, students are able to do &erbal communication accurately

based on structure rules of %nglish language, correctly according to conte!t, and efficiently

according to function in %nglish language.

)herefore, to achie&e these goals, the teachers play an important role in teaching speaking. )he

teachers should be able to set classroom acti&ity ell. Besides, the teachers should regard to all

supporting components of successful teaching classroom including class management, techni8ue

and materials. $n relation to teaching materials, there are many sources for teaching speaking

such as books and internet sources. $nternet has a good impact in de&eloping student7s speaking

ability. $nternet offers the great initiati&e on study and rich &ariety of choices. By using internet,students can get and learn material out of class. )hey can choose the learning materials and

arrange study on their on schedule. 'oreo&er, different students ha&e different background

knoledge, study ability and cogniti&e ability on study. ;s a matter of fact, teacher solely can

not co&er all those differences and needs. )hus, the teaching and learning process is not

effecti&ely reached. )he riter assumes that by using internet as a source of learning may

o&ercome such problems mentioned abo&e.

in the last decade. /ith the rapid groth and the

ad&anced features it has, the internet as a medium ill help the teachers to carry out &ariouseducation acti&ities including language teaching and learning. $nternet helps the teachers by

pro&iding teaching4learning online and some donloadable materials. ;dditionally, internet

becomes an alternati&e tool to enhance effecti&e teaching. ?or instance, the teachers can access

the materials and apply the materials in their classroom acti&ity.

)here are many researches conducted on the use of internet in learning. ne of them is study

conducted by @unAheng 200. )he study is about autonomy %nglish learning on the internet

hich conducted to college students in China. $n his study, he stated that learning from the

internet are useful and effecti&e because the internet pro&ides multi4channeled, multi4

perspecti&e, multi4le&eled and multi4formed. 'oreo&er, it is &ery 8uick and timely. )hus, it iseasily aroused keen interest in learning initiati&e."D#)he results of his research shoed that the

percentage of the compatibility of the language skills students de&eloped up to D0,2> after

learning by using internet.

;nother study conducted by Ehou 2003 about Chinese %?L teacher7s &ies of and attitudes

toards $C) in the classroom. $n his dissertation, he stated that the internet has impro&es
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learning %nglish acti&ity because the internet pro&ides &aluable materials for teachers and

learners alike. )eachers can find prepared materials addressing %nglish language de&elopment in

di&erse content areas, curriculum and academic disciplines. -tudents of all ages, interests and

learning goals can independently choose online materials and acti&ities that meet their specific

language learning needs, and access them in their on time and at their on pace."=#ne of the

respondents, -hi, rote of her e!perience($ am glad to use internet in my classroom, it makes

me easier to manage all teaching learning tasks ith &ariety of choices and helps me to fulfill

student7s needs5. Based on @unAheng and Ehou findings, it can be concluded that internet can

impro&e %nglish learning acti&ity. ence, the riter also ants to conduct a research about the

effect of using internet materials in impro&ing students7 speaking ability.

)here are many educational materials from internet that offer the benefits for teachers. ne of

them is effortlessenglish.com. )he effortlessenglish.com is a site focusing on teaching %nglish

especially in impro&ing speaking ability. )his site is a commercial site hich pro&ides many

materials that ill help students to speak %nglish fluently and automatically. )here is popularmaterial of the siteisknon as se&en rule concepts5. -e&en rule concepts are designed to help

teachers in teaching speaking. )hese concepts consist of se&en rules that guide students in

leaning speaking.

Based on the background abo&e, the riter ants to conduct the research hich is entitled

Teac!ng "#eak!ng $y Us!ng Effortlessenglish.com%ater!a&s 'An E(#er!)enta& Teac!ng

at Eng&!s De#art)ent "tudents of IAIN Ar*Ran!ry+,

B. Researc -uest!ons

Based on the background of study, this research ill be conducted to anser the folloing

8uestions(

1. Can effortlessenglish.commaterials impro&e student7s speaking abilityF

2. /hat are the students7 responses in learning speaking by using effortlessenglish.com

materialsF

1. C. Te A!)s of "tudy

)he aims of study are(

1. )o determine hether effortlessenglish.commaterials impro&e student7s speaking ability.

2. )o find out students7 responses in learning speaking by using effortlessenglish.com

materials.

1. D. Te "co#e of "tudy
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)his study focuses on the implementation of effortlessenglish.comin teaching speaking

especially the use of se&en rule concepts.

1. E. Ter)!no&ogy

$t is important to define se&eral keyords of this research in order to a&oid misunderstandingbeteen the riter and the readers. )he keyords are(

1. )eaching -peaking

;ccording to B. -mith, )eaching is a system of actions intended to produce learning5.

Besides,


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"3#Bron,


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Contoh roposal !" #ahasa $nggris

Ini adalah contoh Action Research atau PTK (Penelitian Tindakan kelas) yang ernah

saya buat !aktu mengikuti matakuliah Research in "nglish "ducation bersama Mr#

$ambang M#Kartono di %niversitas !iralodra tahun &' yang lalu#

ilakan anda *adikan re+erensi, bukan untuk di coy aste semua, karena isinya un

belum tentu benar hehehe

C%&!'( $

$)!(*+,C!$*)

&. #acgrond o tdy

In Indonesia, "nglish is one o+ the sub*ects that-s e.amined +or graduation at the

unit level o+ education both *unior and senior high school level, /a! o+ the Reublic

o+ Indonesia 0umber &' o+ &''1 states that in order to control the 2uality o+

national education evaluation as a +orm o+ accountability o+ education roviders to

the arties concerned# 3urther stated that the evaluation conducted by an

indeendent institution on a regular basis, a thorough, transarent, and to

systematically assess the achievement o+ national education standards and the

monitoring rocess evaluation should be conducted on an ongoing basis# There are

+our sub*ects e.amination +or *unior high school and si. +or senior high school and

one o+ them is "nglish, in this situation students inevitably have to +ollo! the

standardi4ation o+ government that re2uired students to ass all sub*ects invariably#
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5eneral, learning "nglish has been taught in all unit education# The average

student has sent si. years learning "nglish +rom *unior high school u to senior

high school# some students have received e.tra "nglish language education a+ter

regular school# "ven so, but still, +or most students learning "nglish is the most

di6cult to understand, let alone !hen it7s a+raid to vigorously study it like it is

di6cult +or the student, it is commonly +ound in country that use "nglish as +oreign

language ("3/) not as daily communicative language, so in this case I !ill track the

student7s interest to the "nglish language that !ill be the toic discussion o+ issues

and their relevance to the achievement o+ the result o+ learning rocess, so that

!hen the sub*ect matter and has +ound the solution it is e.ected that there !ill be

signi8cant and sustainable develoment, students motivation and interest are

generally in9uenced by various interrelated asects ranging +rom +amily

background, social class communities to environmental grous, including atterns

o+ thought and interesting in something#

In this classroom action research !ould involve many articiants and collaborate

!ith other that have relevance and relationshi !ith students, either directly or

indirectly, I really hoe it !ill obtain a comlete data to ans!er roblem related to

students7 interest and motivation to!ards learning "nglish, the main reason +or this

action research is derived +rom real roblem in the classroom (:avid 0unan;


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In my action research study I use 2ualitative and 2uantitative aroach, the

target oulation all students in the class room (n?1@) second grade social class in

MA0 Indramayu, there are many arty that !ill be invited and engaged in this

research because this research also all students e.actly oulation like mentioned

above !ill be considered culture o+ learning among them, such as students- learning

habit, air grou interaction, !ork ethic, and motivation +or education !ill be

e.amined# In addition the researcher (me) may aect data and interretation

conducting action research (Tomal;&''1), there+ore this research reduce the ga in

language teachers- taking action and develoing aroriately language learning

atmoshere aecting articiants- motivation to learn "nglish in an "3/ classroom#

+. Formlation o roblem

To guide my action research I make this +ollo!ing +ormulation studyB2uestion

research;

# >hat !ill the researcher and artners do to motivate students !ith lo!

achievement in learning "nglish=

Ho! is the !ay to imlement some model o+ cooerative learning instruction +or

"3/ students=

1# Is students- motivation be able to be as solution to +astestrising achievement=

'. rpose o tdy

$ased on the reason above, through this research I !ant to rove and 8nd out

correlation that the students- motivation imlication to!ards learning "nglish and to

hel mysel+ and other teachers to motivate students !ith lo! achieving in learning

"nglish or +or "3/ learner so that build u students- motivation to be better in their

learning achieving#

F. ignicance o tdy

Hoe+ully a+ter this researchthe students are able to increase their motivation in

learning "nglish, and they be able to aly !ith learning together !ith hisBher +riend


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to arise sel+ motivation to be better build the concet o+ themselves, hoes it can

dig the student-s interest in "nglish because the research try to 8nd solution o+ the

current roblem#

In addition I hoe students !ill be more attracted in learning "nglish !ithout

under ressure +eeling and +orced +rom the teachers and or their arents, so they

!ill be en*oy in learning "nglish by increasing their motivation, and +or the teacher,

The teacher can motivate students to encourage their learning achievement

through some models o+ roblem solving, motivating and brainstorming techni2ue#

Teaching "nglish !ill be easier to do i+ the students enthusiastic +or learning "nglish

and +eel +un, so, it is able to imrove student-s interest#

The research result can be alied +or all uroses "nglish learning to

increase student-s skill# It is not only +or one teacher only but +or all that has a

similar roblem in order to students be able to imroving !riting , seaking,

listening, and reading skill#

3or the institution motivation can hel students in general to develo their

"nglish caabilities so the chool (the institution) gets the achievements and

restige among the education institution# The research 8nding and build motivation

so that imroving students- ability in increasing their achievement, hoed, it can be

+ollo!ed by another teacher in teaching learning "nglish activity#


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C%&!'( $$

!%*($!$C& ('$'4

&. earning habit

Habits are safer than rules; you don't have to watch them. And you don't have

to keep them, either. They keep you. r. !rank "rane#s !our $inute %ssays &((),

as the teacher and or researcher !ho !illing to emhasi4e students to have

enhancement motivation develoing learning habit is imortant one to be +ocus on

roblem solving, every student has dierent habit each other, their habit has built

since sheBhe !as 8rst elementary school, but not a little number that have imroved

and be better, the learning habit also be able be seen by students background,

urban students has dierent motivation than the rural student motivation but this

condition is not !arranty, because i+ !e talk about motivation all al!ays begin +rom

inside and environment, I do not kno! !ell !hich one that most dominant, deend

on convergence *oining t!o theory that students has motivation +rom himBher sel+

but also can be stimulated +rom outside(Muri Dahya;&''E), it has interrelation

inside motivation and outside stimulation in building students- learning habit and

also learning achievement#

#. (ewards and nishment

:esire can be de8ne as a interest o+ eole to do something, students !ho have

interesting in learning language esecially /earning "nglish are became centre o+

!atch to analy4e, learning "nglish +or some o+ eole are too di6cult and may be so

very +righteningly, other motivation theory mention that someone !ill do or not do

because +rom outside stimuli like unish and re!ard, in classroom condition

occasionally students are en*oy and +eel +un !hen the teacher is +riendly and o+ten

give an areciation to the students, re!ards are not al!ays as gi+t or thing but


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areciating and rein+orcement to students also are meant as the re!ards, but

students also +eel inconvenience i+ the teacher angry in classroom because o+

something that maybe caused students or maybe o!n roblem (ersonal

e.erience)# Re!ards as thing usually !ill build cometitive atmoshere in the

classroom i+ the teacher giving gi+t in good moment, but it also !ill make students

to be sitting retty to the smart student, all thing has negative and ositive int, but

unish and re!ard are one o+ the !ay to build students motivation#

C. tdents Centre and !eacher Centre rinciple

Teachercentered; Methods, activities, and techni2ues !here the teacher decides

!hat is to be learned, !hat is to be tested, and ho! the class is to be run# F+ten the

teacher is in the center o+ the classroom giving instruction !ith little inut +rom

students# The teacher decides the goals o+ the class based on some outside criteria#

Taken also +rom Hsiao Thesis that in the collaborative learning environment,

the teacher acts as +acilitatorG and students are e.ected to take resonsibility +or

their o!n learning# 0okelainen, Miettinen, Kurhila, 3loreen, and Tirri (&''@) studied a

shared documentbased annotation tool to suort the learnercentered

collaborative learning aroach# In their study the instructor gave an orientation to

the toic through initial lectures and rovided some in+ormation and sources +or

students to construct ne! kno!ledge# In contrast the cooerative learning aroachis considered more a structured model by teachers, !ho closely monitor every stage

in the comletion o+ the task by students#

ohnson and ohnson (


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learning aroach +or higherlevel students instead o+ using a cooerative learning

aroach !ith 8rststage learners# In other !ords, in a cooerative team, grou

members are given clear ob*ectives and instructions by the teacher to sho! their

abilities, reach desired goals, and run the task smoothly, esecially +or students

!ithout cooerative team!ork e.erience#

Comarison bet!een Teacher centered and /earnerCentered Instruction

!eacher-Centered earner-Centered

3ocus is on instructor 3ocus is on both students and instructor

3ocus is on language +orms and

structures (!hat the instructor

kno!s about the language)

3ocus is on language use in tyical situations

(ho! students !ill use the language)

Instructor talksG students listen Instructor modelsG students interact !ith

instructor and one another

tudents !ork alone tudents !ork in airs, in grous, or alone

deending on the urose o+ the activity

Instructor monitors and corrects

every student utterance

tudents talk !ithout constant instructor

monitoringG instructor rovides

+eedbackBcorrection !hen 2uestions arise

Instructor ans!ers students-

2uestions about language

tudents ans!er each other-s 2uestions, using

instructor as an in+ormation resource

Instructor chooses toics tudents have some choice o+ toics

Instructor evaluates student

learning

tudents evaluate their o!n learningG instructor

also evaluates

Classroom is 2uiet Classroom is o+ten noisy and busy

Table Comarison bet!een students centered and teacher centered


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+. 5oti6ational ersonality +e6elopment

The most in9uential humanist sychologist Abraham Maslo! e.lained more

about the relationshi bet!een motivation and ersonality develoment# Maslo!-s

(


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motivationinterest, relevance, e.ectancy, and outcomes in the educational

theory o+ motivation# He cited the choices eole make as to !hat

e.eriences or goals they !ill aroach or avoid and the degree o+ eort they !ill

e.ert in that resectL (# 1E


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the satis+action e.erienced in this activity)# Three comonents constitute this

scholar-s de8nition o+ languagelearning motivation; (a) making an eort to achieve

a goal, !hich means motivational intensity, (b) the desire to learn the language,

and (c) satis+ying the task o+ learning the language#

According to Cambourne-s (


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+rom eight *unior high schools in the Dunlin region o+ Tai!an revealed that school

tye, gender, the number o+ years o+ learning "nglish aect students- motivation to

learn# /iao (&''') administered three 2uestionnaires to eighth graders at a *unior

high school in central Tai!an, discovering that they lacked the motivation to learn

"nglish and tended to be e.trinsically motivation# In actuality intrinsic motivation is

the ma*or +actor in success+ul learning and insires students to accomlish long

term learning goals# Ironically, Tai!anese students tend to learn "nglish because

they !ant to comete !ith others or ass the oint "ntrance ".amination#

#C# Chu et al# (


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+rom HsiaoChen, begin +rom learning "nglish only +or collective register in some

college and or high school, di6cult to understand "nglish te.t book, the

unattractive teacher, seldom have a chance to seak !ith native, I consider this

reason has similar case in Indonesia, because Tai!an and Indonesia are learning

"nglish as +oreign language so they !ill 8nd some similar roblem#

N# The Role o+ Teachers

uoted +rom HsiaoChen, everal studies have sho!n that the behavior o+

teachers or suorting in learning rocess an imortant +actor in +acilitating the

students7 motivation to learn# 3irst, the students absorbing er+ormance o+ teachers

in terms o+ raise or criticism !ere received o+ teachers (5raham Q >einer, u,


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C%&!'( $$$

(''&(C% 5'!%*+*78

&. 5ethod o (esearch

Method o+ research in my roosal is using action research, !hat is action

research= Action research is a research tool that otentially +acilitates gro!th and

change in an individual or a grou during the research rocess (Reason, &''N)# A

number o+ scholars have e.lored the action research method and its alication#

Arhar, et al# (&'')G Mc0i, /oma., and >hitehead (


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cooerative team!ork because it connects the teacherasresearcher, students, and

colleagues (Arhar et al#, &'') to ractice educational imrovement#

Third, action research closely links ersonal gro!th and ro+essional

develoment in order to change the researchers themselves, institutions, or society#

>hen teachers conduct their studies, they er+orm as rimary researchers and

ractitionersG their research issues emerge +rom their o!n concerns about !hat has

occurred in their classrooms and among their students ($urns,


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The second one;plan action, arrange concet !hat !ill I do in my research= It is

include arrange intervie!, motivation 2uestionnaire be+ore and a+ter study, checklist

likert scale, 2ualitative data coding and descritive data statistics#

Thirds; action, doing and action research, it is going to send +our !eek or a

month, collaborative research me and other teacher to give advice and data about

students in that class by giving checklist observation +rom teacher and also

ersonal revie!#

/ast; evaluate, a+ter all research and study has been hold, I need hel +rom other

arty to evaluate gathering about my research, then I need second cycle to con8rm

and get best ans!er o+ the roblem, so +rom t!ice cycle o+ action research I hoe I

can obtain 8. ans!er#

3or more understanding my action research rocedure see on the 8gure belo!;

3igure 1# Research rocedure

+. oplation and ample

The 1@ students in this research, they belong to male and +emale students, the

number o+ 1@ is an estimation in one classroom o+ social class, e.actly second grade

social class, so !hy I choose social class= $ecause I consider that oenminded

concet +rom social and e.act class, I am not +avoritism one to each other, but

roblem o+ motivation is o+ten undergone by social class !hereas they should have

good motivation in learning "nglish because they !ill use it in real *ob oortunity

like a accounting or the other that has correlation !ith social class, one o+ sub*ect in

social class is 1osiolo*i, so i+ the social students cannot interact one each other

esecially !ith eole +rom other country it !ill make them got big 2uestion than

e.act class !hich is no 1osiolo*isub*ect#

'. $nstrmentation


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3or this study I use instrument that has t!o aroach, 2ualitative and

2uantitative aroach, instruments +or 2ualitative are;

2nterview; beside using 2uestionnaire I also intervie! them +or kno!ing their

motivation and their desire in learning "nglish and relate their ans!er s!itch to

result o+ revious semester so !ill be +ound 8rst ans!er and kno!ing directly +rom

students

An e.amle +or intervie! 2uestion belo!;

# >hen you 8rst time learn "nglish= :o you like "nglish=1# Ho! o+ten do you read "nglish book or other literature= etc

3uestionnaire; this method using through survey model rovides some basic, my

survey style combine bet!een /ikert cale and 2uestion survey, /ikert scale that

rovided 2uestion has a range u to @ oint to give honest ans!er about students

motivation and hisBher ability in "nglish, each oint has !eight +rom @!ith valueG

oor, lo!, average, good, strong B ".cellence# hoe+ully this method obtain real

ans!er +rom articiants,

#/ikert cale like belo!;

# Ho! do you like "nglish & 1 N @

Are you seak 9uently & 1 N @

1# Ho! is your reading ability & 1 N @

N# Ho! is your listening ability & 1 N @

@# Ho! is your !riting ability & 1 N @

# Ho! about your desire learning "nglish & 1 N @

J# >illing to imroving "nglish skill & 1 N @

"hecklist; the teachers and "nglish teacher !ill be engaged into this research by

giving ersonal revie! ( >allace;


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checklist observation and telling more e.lanation about the oints that has been

given, so that to comlete all research as consideration in research 8nding, and it

also !ill be evaluated into t!ice cycle#

F. +ata &nalysis and $nterpretation !echnie

The techni2ue to analy4e data is by using t!o aroaches, interretive aroach

and statistic aroach, +or 2ualitative aroach are like belo!;

2nterview-Patton (


23/25

roblem so that get ans!er as !ell as and real alicable into classroom, this

research also giving treatment to the sub*ect in order to imroving their motivation,

it !ill be described in 2uantitative aroach#

This research are gathering t!o combination, so it needs statistic analysis, in my

study need to kno! about correlation bet!een motivation and students

achievement so it uses ttest !ith 2uantitative aroach, like belo!;

uantitative aroach In the 2uantitative aroach, the results o+ the tTest on

students- retest and osttest motivation 2uestionnaires and reeatedmeasures

analysis o+ variance +or comaring all sub*ects measured during dierent testing

times !ere analy4ed 2uantitatively, this is using +ormulaG

; value t observation or t count

; dierence mean count result

S :standard deviation

n; samle

In this study, the tTest can be used to determine dierences in students-

motivation to learn "nglish and er+ormance be+ore and a+ter the instruction# In the

8rst ste, data !ere counted according to articiants- resonses to 1@ items# Mean

and standard deviation !ere resented by running the tTest# In this !ay, the

researcher analy4ed the results to determine any signi8cant dierences !ith

resect to survey resonses be+ore and a+ter instruction#

#ibliography

A## Hornby# (


24/25

:ornyei, Uoltan#( &'')# Teachin* and esearchin* $otivation# MalaysiaG /ongman

Hsiaosan Chen# &''E# Thesis $otivation 2ssues of Taiwanese 7ocational Hi*h

1chool 1tudents in %n*lish as !orei*n 5an*ua*e "lassroom- an Action

esearch 1tudy# Kent tate %niversity#

0unan, :avid# (


25/25

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