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School in Ciamis)”.
B. Introduction
the study, research questions, purposes of the study, significance of the study, and
scope of the study. Moreover, the researcher will also share the definition of key
increasing the intelligence of existing human resources, all of that is done so that
compete in the global era, English language education is very important to support
Preece (2018) quoted from the International Journal of Education & Literacy
Studies (IJELS), the strong presence of English language has made it the lingua
franca in many countries and the most commonly spoken language in the world.
and business.
linguistic skills. Te skill of speaking in the target language has been revealed as
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being the most challenging for language learners due to its interactive nature
(Harumi, 2011; Méndez, 2011; Woodrow, 2006; Zhang & Head, 2010), cited by
From the 1990s, research on motivation for second (ESL) and foreign
language (EFL) learning has evolved from focusing and describing the
assisting teachers to boost their students’ motivation (for instance, Cheng &
Dornyei, 2007; Dornyei & Csizer, 1998; Dornyei, 2001b; Williams & Burden,
1997). Even so, the amount of research on how to motivate students through the
the real classroom has been relatively small in specific situations (Dornyei & Otto,
1998).
of motivation since the findings and the proposed motivational teaching strategies
may not be suitable for all ESL/EFL teaching and learning situations. A strategy
that is highly effective in one context of teaching and learning may not work at all
in another context and vice versa. As Nakata (2006) implies, motivating students
is not as easy in practice as in theory. Since human behaviors are complex, these
strategies are not applicable to every individual and in every context of learning.
Teachers should select the most suitable strategies to be employed in their own
classrooms. With this in mind, this study aims to investigate how lecturers in a
specific study site, through their teaching strategies, build and maintain their
to explore the motivational strategies that are most suitable for their own
derived from second language learning and arise specifically from research in a
western cultural context. It means that language is learnt in a location where that
language is typically used as the main tool of everyday communication for most
people. This is not the case in the context of this study, a tertiary classroom in
participants. As a result, this study will be useful to these teachers who work as
English teachers as well as senoir high school students (student-teachers) who can
reflect on their own teaching practices. This study builds on and expands EFL
b. Research question
1. How is the students perception of the teacher's strategy in involving them in the
classroom?
classroom.
research will motivate the teacher to improve their quality on teaching and it will
the knowledge in writing papers. In addition, it will provide all the information for
In utilizing the findings of this study, I also hope that tertiary teachers of
and is very useful to develop the creativity of teaching in classroom. The results of
this study are hopefully beneficial for student, teachers, and lectures.
Based on the research question above, the researcher will limit the
define some key terms. There are some terminologies that will be used in this
study. They are: EFL student, teachers strategies in ELT, and motivation.
a. EFL Students
Al-Ahdal et al. (2014) stated that the foreign language learner (EFL
students or learners) is one who has had the experience of another language
(mother tongue). He tries to learn the foreign language the way acquired the
first language but finds that the environment and the surroundings in which
he acquired his mother tongue (first language) are not available for him now.
b. Teaching Strategies
(2008) and Killen (2013) stated that teaching strategies are activities used by
c. Motivation
them to certain behaviors, and assist them in maintaining this action and
the study, scope of the study, definition of key terms, and research report
organization.
consideration.
based on the premise that English is the language of the community and the
school and that student have access to English models. EFL is usually learned in
environments where the language of the community and the school is not English.
EFL teachers have the difficult task of finding access to and providing English
with ESL and ESOL, which refer mainly to learning English as a new resident in
country. ESL materials tend to focus on ‘survival English' for people now living
in an English-speaking country.
language. Students share the same language and culture. The teacher may be the
only native English speaker they have exposure to. Outside of the classroom
students have very few opportunities to use English. For some, learning English
may not have any obvious practical benefit. Students have limited exposure to
1. Lots of practice using English, especially orally. Get them speaking in the
classroom, but also teach them where to find opportunities to practice speaking
2. Exposure to living English. Never lead your students to believe that English is
cultures and communities around the world. Do whatever you can to reveal this
depth. Pen pals, non-traditional teaching materials, and field trips are great
3. Reasons to learn English, and motivation to stick with it. English can be very
theoretical when you’re growing up in a village in Belarus. Find out about each
student’s other passions and tie English into them. There are so many English
communities online and off that it’s possible to find a tie-in for almost any
Asher and Price (1967), Olsen and Samuels (1973). Krashen et.al
conclude that “adults are superior to children in the rate of acquisition” and “older
children learn more rapidly than younger children” (Ellis, 1994: 485).Support for
them comes from Larsen Freeman and Long (1991, 155) who stated that older
learners were faster than children, and older children were faster than younger
children. Furthermore, they added that the rate benefit is limited to certain aspects
i.e., early morphology and syntax. Moreover, those aspects also occur just in short
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term as those disappear after a few months. Studies of the effect of age on the rate
of L2 acquisition in general show that to some extent adults perform better than
Therefore, it is important for the teacher to consider the influence of age and
Tabel 2.1
Need to move Start to keep still for Able to keep still for
need to move
as well as experiencing
Have low ability to Begin to control and plan Usually able to control
Are not afraid of making May worry about what Not so willing to make
actions
and/or their action
Pay attention to meaning Pay attention to meaning Pay attention to form and
of life
experience of life
English Language Teaching is based on the idea that the goal of language
the language learners. Learner strategies has contributed strongly to the field of
learning and by generating discussion of how learners can be trained for taking on
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more responsibility for their learning. Further reading Naiman, N., M. Frohlich,
demonstrations.
which people exchange ideas about an issue for the purpose of solving a problem,
decision. When the discussion involves the whole class, the lesson will have some
student-centred learning.
(3) Small-group work: any time that two or more students are working
together, other than whole-class instruction, can be designated as group work. All
approaches to group work have the distinguishing feature that students are
working together without direct intervention by the teacher (for at least some of
the time). It needs the teacher to structure the learning environment so that the
own learning and the learning of their peers. Usually, students work on a task in
groups of two or more, they are encouraged to help one another to learn, they are
dependent upon the efforts of one another to achieve success, and they are held
designed to help students apply the knowledge they have already gained to new
interpreting it, and then reaching some conclusions based on that information.
Teachers must decide why they want student to gather information, make it
possible for them to gather it, help them to interpret the information they find, and
independently.
students are required to “act” a part. They may be formal activities (such as a
(such assimilation games). All share common features. First, students are required
to take on a “role” and to behave in ways that may not be natural to them. Second,
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the activity will usually involve a few “active” participants with the remainder of
the class expected to learn through observation (and later through discussion).
Hunt (2014, p. 44) stating that motivation is an internal state that arouses students
to action, directs them to certain behaviors, and assist them in maintaining this
action and direction with regard to behaviors important and appropriate to the
learning environment.
According to Dornyei & Otto (1998, p. 65) as cited in Dornyei & Ushioda
force both from inside and outside the students by creating a series of attempts to
learning activities, so that the desired destination by studying subjects that can be
achieve.
involved in activities and the reasons they do it. The teacher must focus on
learning.
Wiesman & Hunt (2014, p. 56), the theories of students motivation can
in classroom.
Table 3.1
Theory Definition
These are needs that students have and they are motivated to
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satisfy them.
Wiesman & Hunt (2014, p. 47) state that the effective teachers not only
understand what motivation is, they also know how to apply this understanding to
motivate their students. From table 2.1 identifies four keys dimensions of
Table 3.2
motivation motivation
Source : Gagne, R., Wagner, W., Golas, K., & Keller, J. (2005).
come from inner personal. It gives force and energy to someone for doing
something to achieve their goals in their life. It can get up someone to reach their
related to behavior carried out for its own sake in order to experience pleasure and
separable goals, such as receiving extrinsic gifts (eg good grades) or avoiding
Vallerand and his Ratalle as quoted by Dornyei (2011, p. 23) have recently
the world).
creating something).
pleasant sensations).
motivation:
confrontation)
because he or she highly values and identifies with the behavior, and
interested in the activity for its own sake, but rather for what it will gain them.
Based on the explanation above, the researcher concludes the two types of
students will comfort in learning because they learn what they want and extrinsic
4. Previous studies
The researcher employs some previous studies carried out by the previous
researcher.
The first previous study was carried out by Zia Tajeddin , Minoo Alemi,
Practice. They identified the novice and experienced EFL teachers’ knowledge
and practices of speaking assessment purposes, criteria, and methods. This study
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various assessment methods such as role plays, monologs, and authentic tasks.
From these findings, they concluded that novice and experienced teachers have
The second previous study was carried out by Bandar Mohammad Saeed
Al-Sobhi and Abdul Shakour Preece (2018) in Teaching English Speaking Skills
to the Arab Students in the Saudi School in Kuala Lumpur: Problems and
Solutions. They investigate the common problems which affect the teaching of
English speaking skills to the Arab learners in the Saudi School in Kuala Lumpur
and exploring the areas of difficulty that prevent the Arab students from learning
to speak in the English classes. This study revealed that the teachers encountered
many difficulties when teaching speaking skills such as the absence of speaking
tests and the lack of teaching resources, and then the students’ lack of linguistic
knowledge, excessive use of Arabic and their lack of confidence were the major
The third previous study was carried out by Tae-Il Pae (2016) they
D. Research methodology
1. Research design
through word description in which the report uses flexible, emerging structures
and evaluative criteria, and including the researchers’ objective reflexivity and
bias (Creswell, 2012, p.16). The design is selected because in interpreting the
data, which in the form of questionnaire and interview, the writer needs to
describe the data by words which are clearer and rich of diction.
know and describe the characteristics or criteria that include amongst many,
sample drawn from that population”. The reason the writer selected this model
because the model is suitable to use that the writer wants to find out how low
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involvement.
2. Research procedures
obvious that in conducting the study, procedural steps are very important to
The first step the researcher will do the observation to determine low
The second step the researcher will give the questionnaire to get students’
researcher get the answers sheet the researcher will analyze the students’ answers
sheet.
in the group on which information is obtained. The larger group to which one
hopes to apply the result is called the population,” In line of the statement
aforementioned, the writer will choose the eleven grade of Islamic senior high
school for the sample. Then, the writer will use purposive sampling to select the
sample.
Furthermore, Creswell (2012, p. 206) argues, “The research term used for
to select the sample intentionally based on the criteria that have been decided by
the writer to understand the central phenomenon (Creswell, J.W. 2012, p. 206). It
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means that purposive sampling allows the writer choose the sample by writers’
objective.
This research will conduct in one of Islamic senior high school in Ciamis,
because the sample selected is suitable with the topic that is the tenth grade of
4. Data collection
The research will use two instruments for conducting the data they are
will conduct observation to teacher about low motivated students. The last
4.1 Instrument 1
Observation will choose in this study because it has advantages for the
study. In conducting the data, the researcher does the observation to investigate
the tenth grade students who has low motivated in Enlish class. According to
collection, with the researcher able to assume different roles in the process
The researcher will observe the score data of tenth students to determine
4.2 Instrument 2
Questionnaire will choose in this study because it has advantages for the
study. In conducting the data, the researcher used questionnaire to investigate the
tenth grade students’ perception of the teacher's strategy in involving them in the
researcher” Wilkinson & Birmingham (2003, p.7) also state that questionnaire is
one of that enables the transmission of useful and accurate information or data
from the respondent to the researcher”. Moreover Fraenkel and Wallen (2007, p.
125) state that “In a questionnaire, the subjects respond to the questions by writing
questions to respondents, it is important that the statements are clear and easy to
understand. In this study the writer select close ended questionnaire as the
instrument to collect the data. According to Foddy. (1993, p. 127) in Reja, U. et.
al. (2003) state, “Close ended limit the respondent to the set of alternatives being
offered”. It means that the respondent only choose the limit answer, they can’t add
their perception. In the questionnaire, there are 10 statements which related to the
circle their answers according to the scale of 1-5 (5 = Strongly Agree, 4 = Agree,
understand the questions given. The questionnaires will be shared by using flayer
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sheet. After the researcher get the students answers sheet the researcher will
5. Data analysis
involved organizing, accounting for, and explaining the data. This means that in
qualitative data the researcher organize data which is obtained, after that counting
the data to find out the result and finally explaining the data as a final result.
information and investigate learning activities that used by the students. Creswell
(2012, p. 382) states that “a questionnaire is a form used in a survey design that
Wallen (2007, p. 125) state that “In a questionnaire, the subjects respond to the
participants and explain how to answer. After the participants have finished
answering, that the researcher collects the questionnaire and analyzes it, then the
researcher describes the result of data based on Theory from some previous
studies. Last, the researcher interprets and comments on the presents data. Finally,
observed. After she had calculated the frequency of each option, then she
6. Ethical Consideration
ethical issues that may arise during their studies.” Therefore, the ethical
consideration is very important in conducting the study. Thus, the researcher will
returned instruments and keep the identity of individuals. Besides that, the
researcher will permit to the institution, the teacher, and the students who are
E. Research Timeline
No.
December
February
January
March
Task
April
June
May
July
1.
Writing Research
proposal and
conducting
Seminar of
Proposal
2.
First consultation
to supervisor and
collecting book
resources.
3.
Consulate to the
supervisor
4. Collecting data
5. Analyzing data
6.
Finishing and
refinement of the
paper
7. Paper examination
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F. Bibliography
Brophy, J.(2010). Motivating Student to Learn. (3rd ed). 270 Madison Avenue,
New York, NY 10016: Routledge.
Cohen, Louis., Manion, Lawrence., & Morrison, Keith (2007). Research methods
in education (6th ed). New York: The Taylor & Francis Group.
Dornyei, Z., & Ushioda, E (2011). Teaching and researching motivation. (2nd ed).
United Kingdom : British library.
Fraenkel, J. ,Wallen, N., & Hyun, H.H (2011). How to design and evaluate
research in education (8th ed). Boston: McGrew Hill.
Harmer, J (2001). The practice of english language teaching. (3th ed). England :
Pearson Longman.
Harmer, J (2007). The practice of english language teaching. (4th ed). England :
Pearson Longman.
Méndez López, M. G., & Bautista Tun, M. (2017) Motivating and demotivating
factors for students with low emotional intelligence to participate in
speaking activities. profile Issues in Teachers’ Professional Development,
19(2), 151-163.
Zia, T., Minoo, A., Hasti, Y. (2018) Classroom Assessment Literacy for
Speaking: Exploring Novice and Experienced English Language Teachers’
Knowledge and Practice. Iranian Journal of Language Teaching Research,
6(3), 57-77.
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G. Appendix
SS : Sangat Setuju
S : Setuju
NT : Netral
TS : Tidak Setuju
STS : Sangat Tidak Setuju
Selamat bekerja dan jawablah dengan sejujur – jujurnya. Tidak lupa saya
ucapkan terimakasih.
No Pernyataan SS S NT TS STS
Saya belajar bahasa Inggris karena
saya ingin menjadi tipe orang yang
1 dapat berbicara lebih dari satu
bahasa.