TECHNIQUES FOR MOTIVATING THE STUDENTS
IN LEARNING ENGLISH
Guided By :
Drs. Surono, M .Hum
Written By :
Diah Sri Lestari
04005001
PBI – D3
ENGLISH DEPARTEMENT
FACULTY OF TEACHER TRAINING AND
EDUCATION
AHMAD DAHLAN UNIVERSITY
YOGYAKARTA
2007
CHAPTER
I
INTRODUCTION
A.
Background of the problem
In Indonesia, English is the first foreign language
that is taught from elementary school until university. English as a school
subject has been introduced in elementary school because learning a foreign
language is better when it is done as early as possible. Brown (1980: 2) states
that common observation shows that children are “Better” language learners than
adults.
Motivation is needed very much in language learning.
Motivation is a power which gives desire to the students so they have awareness
that language learning is their responsible. Motivation will be an important
thing makes students fall or success in their learning. They learn English
because they want to get a good mark and pass the exam, they don’t know that in
learning English, it will be success if they can use it, so the teachers should
change this motivation by giving spirit and information that English is very
useful in order they will have an integrated motivation. Students with an
integrated motivation will have greater
success in learning English than those with merely instrument
motivation, a students with an integrated motivation will be active in
improving this English not only in class out of class as well.
According to Donn Byrne (1976:15) the motivation for
the learners should be pleasure, interest, and a growing confidence at being
able to understand the spoken language without reference to the written form.
Beside, also factor a learner to increase student motivation to drive student to
active in learning English language in the class. In learning process teacher
and students can’t be separated teacher need students and student does too. A
good relationship between teacher and students will influence in the result of
learning process. If there is a good relationship between teacher and students,
they will feel comfortable in the learning teaching process. To build a good
relationship between students and teacher, in the relation with the role of the
students and the role of teacher need cooperation and communication between
them. Teacher does everything that he can do to help the students to get what
they want in other hand students should tell what he want. So, the teacher
knows what he should do. In this case it will better if they take and give each
other.
As a new subject, English is a new thing to elementary
school students who are taught the subject for the first time. Consequently,
they have difficulty in understanding the lesson material. The students who
have known and understood it before can answer the teacher’s question and they
will be more active than the students who do not know it before. They are
inclined to keep silent and make noise in the classroom.
In fact, English teaching learning process in
unsuccessful in elementary school. It can be seen from the result of the test
of final examination in the school which does not show satisfactory result.
Maybe, it is caused by the low motivation and interest in learning English. In
relation with the English learning process, there are many ways that can be
used to get the high achievement. Giving motivation and growing interest in
learning is one of the ways to increase the students learning achievement. It
is expected that students will be more active and they can complete with their
friends to get high achievement.
Why are some students successful at language learning
whilst others are not? If we know the answer to that question the job at
teaching and learning a language would be easy. We do not, of course, but we
can point to a number of factor which seem to have a story effect on a students
success or failure. One of the effect is motivation. According to Jeremy Harmer
(1991: 3) there are two type of motivation which is concern with factors
outside the classroom. The second, intrinsic
motivation which in concern with factors inside the classroom.
In order that the problem is more focused, it is
necessary to limit the problem such as, extrinsic and intrinsic motivation. The
first, extrinsic motivation which is concern with factor out our selves. The
second, intrinsic motivation which is concern with factors in our selves. For
them what happens in the classroom will be a vital importance in determining
their attitude to the language, and in supplying motivation, which we have suggested
that it will be a vital component in successful language.
B. Formulation of the Problem
Based on the limitation of the problem, the writer
formulates the problem:
1
What can increase the students
motivation in learning English?
2
What techniques can be used to
motivate the students in learning English?
C. Significance of the Study
1.
For Teacher :
a.
To increase inspiration lectures
to include the topic in learning teaching English.
b.
To drive in learning English
motivate.
2.
For Students :
a.
To increase in learning English
b.
To interest in learning foreign
language
c.
To motivate in learning English.
CHAPTER II
DISCUSSION
A. Definition of Motivation
Motivation is one of the psychological factors that
give effect to language learning. It is easy in second or foreign language
learning to claim that a learner will be successful with the proper motivation.
Some addition to Mc Donald in Soemanto (1990:173) Motivation is an energy
change within the person characterized by affective arousal and anticipatory
goal reaction. From the definition above motivation has three aspects the
first, motivation is the beginning of energizing changer from the person. The
second, motivation is marked by the affective arousal. The third, motivation is
marked by the reaction to achieve a goal. There are also Eggen and Kauchak
(1994:427) State that motivation is a force that energizes, sustains, and
directs behavior toward a goal.
B. Learning Motivation
According to Brown (1980:160) motivation is probably
the most frequently used catch all term for explaining the success of failure
of virtually any complex task. It is easy to assume that success in any task is
due simply to the fact that someone is motivated” it is easy in second language
learning to claim that a learner will be successful with the proper motivation.
People
involved in language teaching often say that student who really want to learn
will succeed whatever the circumstance is. All teachers can think of situation
in which certain “motivated” student significantly better than their peers.
They succeed in what appears to be an unfavorable condition. They succeed
despite using methods which experts consider unsatisfactory. In the face of
such phenomena it seems reasonable to suggest that the motivation that student
bring to class is the biggest factor affecting their success. Motivation is one
of the psychological factor that give effect to language learning. It is easy
is second or foreign language learning to claim that a learning will be
successful with the proper motivation.
There are two motivations, such as :
1.
Intrinsic motivation, which is
concern with factor in our selves.
2.
Extrinsic motivation, which is
concern with factor out our selves.
1. Intrinsic motivation which is concern
with factor in our selves.
According Ahmadi and Supriyanto (1990:130-131) state
that there are two factor influence learning achievement, they are internal
factor and external factor. This is internal factor motivation such as:
a.
Physical condition
Physical condition has a great effect on learning an can after a
student’s motivation either positively or negatively.
b.
Method
The method by which students are tough must has same effect on their
motivation. If they find it deadly boring their probably de-motivated, whereas
if they have confidence in the method they will find it motivating.
c.
The Teacher
Where the student likes or not may not be very significant. What can be
said, is that the two teacher use the same method. The result can be vastly
different results.
d.
Success
Success plays a vital part in the motivational drive of a student. It
will be the teacher’s job to set goals an tasks at which most of his or her
student can be success.
2. Extrinsic
motivation which is concern with factor in out our selves
one of the best known studies of motivation in
second/foreign language learning was carried out by Gardner and Lambert in Brown
(1980:114-115). Motivation was examined as a factor of a number of different
kinds of attitudes. Two different clusters of attitudes divide two basic types
of motivation:
a.
Integrative motivation
For this kind of motivation student need to be attracted by the culture
of the target language community (TLC), and in the strong form of integrative
motivation they which to integrate them selves into the culture.
b.
Instrumental motivation
This term describes a situation in which student believe that mastery of
the target language will be instrumental in getting them a better job, position
or status. The language is an instrument in their attainment of such a goal.
C. English Learning
English Learning Achievement
The
nature of English learning achievement learning. Learning is called a process
because it is formally comparable to other organic processes such as digestion
and respiration. The process of learning is doing, reacting, undergoing and
experiencing. Experiencing means living through actual situation and reacting
vigorously to various aspect of those situations. It can be conclude that
learning is an activity that result in a change to the individual in the
learning. The aspect of change are concerned with intellectual skills showing
the extend of the student’s capability. Learning is process of acquisition and
extinction of modification in existing organism through experience practice or
exercise.
Factors Affecting English Learning Achievement, such as :
1.
An active approach in learning
task
2.
A personal learning style or
positive learning strategy
3.
Willingness to practice
4.
Willingness to use the language in
real communication.
D. English Learning Motivation
In
English teaching learning process is unsuccessful in elementary school. It can
be seen from the result of test or final examination in the school which does
not show satisfactory result. Maybe, it is caused by the low motivation an
interest in learning English. In relation with the English learning process,
there are many ways that can be used to get the high achievement. It is
expected that student will be more active and they can complete with their
friends to get high achievement.
Define
that learning is some as a relatively change in behavior or performance that
occurs as a result of experience, practice or exercise (Houston, 1976:25).
There also a linguist Traphy (1976:4) define learning as a relatively permanent
change in behavior which occurs as a result of experience learning represents a
process by which on organism’s behavior is changed, but not all changes are
from learning.
E.
Factors Influencing
Learning Motivation
Learning achievement of a person or learners
can be influenced by many factors. Ahmadi and Supriyanto (1990:130-131) state
that there are two factors influence learning achievement, they are internal and
external factors. Internal factor is the factor that comes from inside of the
person or learner. External factor is the factor that comes from out side of
the person or learner.
1.
Internal Factors
a.
Physical factor
b.
Psychological factor
2.
External factors
a.
Social factor
b.
Culture
c.
Physical Environment
d.
Spiritual Environment of security
F.
Techniques for Motivating
Technique
for motivating is very important to every teacher because the motivating the
students want to study hard and increase their mark. There are have two kinds
of motivations :
1.
Direct motivation
Direct motivation is one of motivation which
emerge straight from the teacher to the student in the classroom.
For example : The teacher give a support when
the student study in the class
2.
Indirect Motivation
Indirect motivation is one of motivation
which emerge doesn’t straight from in the classroom but out class room.
For example : The teacher give a homework to
the students
G.
Ways of Motivating the
Students
In general strongly motivated students with long-term goals
are probably easier to teach than these who have no such goals. For such
students short-term goals will often provide the only motivation they feel.
After we have a strong motivation the next step is how
to increase the motivation no to be lost. There are three main categories to
increase motivation, such as :
1.
Try to get information as much as
possible about that kind of activity. For instance if we want to learn English,
try get information as much as possible about English. That information could
be found from encyclopedia, teacher, or even try to discuss with other who
knows English as well.
2.
Do the relevant thing or activity.
It means that if we have strong motivation to speak English well, we should do
relevant things with English. For example, we join the English course, etc.
3.
Try to talk with the native
speaker, so we know to speak English right
CHAPTER
III
CONCLUSION
It can we conclude that English is important language used in this
globalization era. English is very important, because it is an international
language which is used as a means of communication with other people. Learning
English consider are boring and difficult, so used some techniques for motivating
the students in order to interest. The teacher will motivate the student so
learn English with the appropriate teaching techniques student will enjoy and
have some fun to learn English at their classroom, so they will feel that
learning English is fun.
Factors Influencing Learning Motivation
There are two factors influence learning achievement, they are internal and
external factors.
1.
Internal factor is the factor that
comes from inside of the person or learner.
2.
External factor is the factor that
comes from out side of the person or learner.
Technique
for motivating is very important to every teacher because the motivating the
students want to study hard and increase their mark. There are have two kinds
of motivations :
1.
Direct motivation
Direct motivation is one of motivation which
emerge straight from the teacher to the student in the classroom.
For example : The teacher give a support when
the student study in the class
2.
Indirect Motivation
Indirect motivation is one of motivation
which emerge doesn’t straight from in the classroom but out class room.
For example : The teacher give a homework to
the students
The student more active with techniques for motivate from their teacher
in the classroom, such as :
1.
Try to get information as much as
possible about that kind of activity. For instance if we want to learn English,
try get information as much as possible about English. That information could
be found from encyclopedia, teacher, or even try to discuss with other who
knows English as well.
2.
Do the relevant thing or activity.
It means that if we have strong motivation to speak English well, we should do
relevant things with English. For example, we join the English course, etc.
3.
Try to talk with the native
speaker, so we know to speak English right
Bibliography
Ahmadi, H.Abu & Supriyanto Widodo.1990.Psikologi
Belajar . Jakarta : PT. Rineka Cipta
Brown, H. Douglas. 1980. Principles of Language Learning and
Teaching. Englewood Cliffs New Jersey. Prentice Hall Inc.
Cameron, Lyne. 2001. Teaching Learning to young Learners.
Combridge. Press Cyndicate university.
Eggen, Poul and Kauchack, Don. 1994. Educational Psychology. Englewood
Cliff New Jersey :Prentice Hal inc.
Harmer, Jeremy. 1991. The practice of English
Language Teaching. London : Longman.
Houston, J.P. 1976. Fundamental of Learning.
New York: Academic Press Inc.
Sumanto,
Wasti.1990 Psikologi Pendidikan, Jakarta : CV Rajawali
Traphy, Roger, M.1976. Basic Principal of Learning.
New York : Scott, Foresman Company.
Tidak ada komentar:
Posting Komentar