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,
we will be able to express our ideas and feeling.[1] In Indonesia, English is learnt by students as
a foreign language and taught formally from elementary school up to the university level.
Moreover, English is used throughout the world and it is used in many fields of life such as: in
politics, economics, social, entertainment and education. Therefore, In Indonesia, English has an
important role especially in education. Thus, English is taught as a compulsory subject and
become one of subjects testing in National Examination.
English teaching involves four language skills (Listening, Speaking, Reading and Writing).
Speaking as part of four language skills is important to be learned and mastered by every
individual. It is an activity used by someone to communicate with others. It takes place
everywhere and has become part of our daily activities. When someone speaks, he or she
interacts and uses the language to express his or her ideas, feeling and thought.[2] He or she also
shares information to others through communication.
Nowadays, speaking is very important. It is as a measurement of language learners whether
someone is successful in learning language or not.[3] Noyes underlines, Our communication
skill determines how successfully we interact with others, whether one-on-one or in large group.
[4] Besides, having speaking skill could be an extra value in getting higher level job.
However, speaking is not an easy learning activity. Many factors can affect students success in
speaking. In general, these factors can be identified such as teacher, students, environmental
conditions and techniques to learn the lesson material.
Based on the writers experience, most of the students still can not speak fluently and
automatically. The writer assumes that they have learnt speaking by focusing on grammar rules
and textbook. They learn speaking by eyes not by mouth, meaning that they learn speaking by
reading a lot not talking a lot. So, it makes them difficult in improving their speaking ability.
Moreover, the limited lectures teaching technique and material makes the students bored and
less motivated. Shortly, a lecture is expected to have right teaching techniques to give students
with proper teaching materials so that the goal of speaking will be achieved.

In general, the goal of teaching speaking skills is communicative efficiency. Learners should be
able to make themselves understood, using their current proficiency to the fullest. They should
try to avoid confusion in the message due to faulty pronunciation, grammar, or vocabulary, and
to observe the social and cultural rules that apply in each communication situation.[5] More
specifically, the syllabus of speaking at English Department of IAIN Ar-Raniry also says that
after completing the speaking subject, students are able to do verbal communication accurately
(based on structure rules of English language), correctly (according to context), and efficiently
( according to function) in English language.
Therefore, to achieve these goals, the teachers play an important role in teaching speaking. The
teachers should be able to set classroom activity well. Besides, the teachers should regard to all
supporting components of successful teaching classroom including class management, technique
and materials. In relation to teaching materials, there are many sources for teaching speaking
such as books and internet sources. Internet has a good impact in developing students speaking
ability. Internet offers the great initiative on study and rich variety of choices. By using internet,
students can get and learn material out of class. They can choose the learning materials and
arrange study on their own schedule. Moreover, different students have different background
knowledge, study ability and cognitive ability on study. As a matter of fact, teacher solely can
not cover all those differences and needs. Thus, the teaching and learning process is not
effectively reached. The writer assumes that by using internet as a source of learning may
overcome such problems mentioned above.
Generally speaking, internet has changed the world. According to data from theultralinx.com,
internet users in the world increased 7% in the last decade. With the rapid growth and the
advanced features it has, the internet as a medium will help the teachers to carry out various
education activities including language teaching and learning. Internet helps the teachers by
providing teaching-learning online and some downloadable materials. Additionally, internet
becomes an alternative tool to enhance effective teaching. For instance, the teachers can access
the materials and apply the materials in their classroom activity.
There are many researches conducted on the use of internet in learning. One of them is study
conducted by Yunzheng (2008). The study is about autonomy English learning on the internet
which conducted to college students in China. In his study, he stated that learning from the
internet are useful and effective because the internet provides multi-channeled, multiperspective, multi-leveled and multi-formed. Moreover, it is very quick and timely. Thus, it is
easily aroused keen interest in learning initiative.[6] The results of his research showed that the
percentage of the compatibility of the language skills students developed up to 60,2% after
learning by using internet.
Another study conducted by Zhou (2003) about Chinese EFL teachers views of and attitudes
towards ICT in the classroom. In his dissertation, he stated that the internet has improves

learning English activity because the internet provides valuable materials for teachers and
learners alike. Teachers can find prepared materials addressing English language development in
diverse content areas, curriculum and academic disciplines. Students of all ages, interests and
learning goals can independently choose online materials and activities that meet their specific
language learning needs, and access them in their own time and at their own pace.[7] One of the
respondents, Shi, wrote of her experience:I am glad to use internet in my classroom, it makes
me easier to manage all teaching learning tasks with variety of choices and helps me to fulfill
students needs. Based on Yunzheng and Zhou findings, it can be concluded that internet can
improve English learning activity. Hence, the writer also wants to conduct a research about the
effect of using internet materials in improving students speaking ability.
There are many educational materials from internet that offer the benefits for teachers. One of
them is effortlessenglish.com. The effortlessenglish.com is a site focusing on teaching English
especially in improving speaking ability. This site is a commercial site which provides many
materials that will help students to speak English fluently and automatically. There is popular
material of the site is known as seven rule concepts. Seven rule concepts are designed to help
teachers in teaching speaking. These concepts consist of seven rules that guide students in
leaning speaking.
Based on the background above, the writer wants to conduct the research which is entitled
Teaching Speaking by Using Effortlessenglish.com Materials (An Experimental Teaching
at English Department Students of IAIN Ar-Raniry)
B.

Research Questions

Based on the background of study, this research will be conducted to answer the following
questions:
1. Can effortlessenglish.com materials improve students speaking ability?
2. What are the students responses in learning speaking by using effortlessenglish.com
materials?
1. C.

The Aims of Study

The aims of study are:

1. To determine whether effortlessenglish.com materials improve students speaking ability.
2. To find out students responses in learning speaking by using effortlessenglish.com
materials.
1. D.

The Scope of Study

This study focuses on the implementation of effortlessenglish.com in teaching speaking

especially the use of seven rule concepts.
1. E.

Terminology

It is important to define several keywords of this research in order to avoid misunderstanding

between the writer and the readers. The keywords are:
1. Teaching Speaking
According to B.O Smith, Teaching is a system of actions intended to produce learning.
Besides, Gage also states that teaching is a form of inter-personal influence aimed at changing
the behavior potential of another person.[8]
Meanwhile, speaking is the action of conveying information or expressing ones thoughts and
feelings in spoken language. The speaking is a language activity characterized by informality, by
the absence of a deliberately assigned question, or problem to be discussed, by absence of the
need of reaching a decision and by frequently change of topics as state in the dictionary of
Education.[9]
Thus, teaching speaking is the way of the teachers to explore and built students potential in
learning speaking so that the students can convey information or express their thoughts and
feelings in spoken language.
1. Effortlessenglish.com materials
Effortlenglish.com is a commercial website that focuses on teaching English, particularly on how
to speak English fluently and automatically. This site is created by A.J. Hoge who has
experienced in teaching English for 20 years.
The most popular material of the site is known as seven rule concepts. Seven rule concepts are
designed to help teachers in teaching speaking. These concepts consist of seven rules that guide
students in learning speaking.
Footnote
1] Alfitri.M (2012),The Importance of Learning Foreign Languages.Retrived October
10,2012,from http://wismasastra.wordpress.com/2009/05/25/apa-bahasa-itu-sepuluh-pengertianbahasa-menurut-para-ahli/
[2] Suryosubroto. B (1997). Proses Belajar Mengajar di Sekolah, Jakarta:Rineka Cipta,

[3]Brown, G. & G. Yule (2000). Teaching the Spoken Language. Beijing: People Education
Press.
[4]Jan Noyes (2004). A communicating Skill: Speaking Everyones Language. Santa Rosa.
[5]Burkat, Grave Stovall(2000). Teaching Speaking. Retrived April 02,2013, from
http://www.nclrc.org/essentials/speaking/goalsspeak.htm.
[6]Yunsheng.Z(.2008) English Language Teaching: A Study of Autonomy English Learning on
the Internet. Foreign Language Department of Qinzhou University
[7]Zhao,H.Q(2003) A case study of Chinese EFL teachers views of and attitudes towards ICT in
the classroom. The University of Bath.
[8]Gage N.L (1964) Theories of teaching. In: Hilgard E R (ed.) (1964)Theories of Learning and
Instruction. National Society for the Study of Education Yearbook No. 63, Part 1. Chicago,
Illinois: University of Chicago Press,
[9]Carter V Good (1997). Dictionary of Education. New York: McGraw-Hill Book Company
Inc.
http://danyjr.wordpress.com/2013/01/09/contoh-proposal-bahasainggris/

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Contoh Proposal PTK Bahasa Inggris

Ini adalah contoh Action Research atau PTK (Penelitian Tindakan kelas) yang pernah
saya buat waktu mengikuti matakuliah Research in English Education bersama Mr.
Bambang M.Kartono di Universitas wiralodra tahun 2011 yang lalu.
Silakan anda jadikan referensi, bukan untuk di copy paste semua, karena isinya pun
belum tentu benar hehehe

CHAPTER I
INTRODUCTION
A. Background of Study
In Indonesia, English is one of the subjects thats examined for graduation at the
unit level of education both junior and senior high school level, Law of the Republic
of Indonesia Number 20 of 2003 states that in order to control the quality of
national education evaluation as a form of accountability of education providers to
the parties concerned. Further stated that the evaluation conducted by an
independent institution on a regular basis, a thorough, transparent, and to
systematically assess the achievement of national education standards and the
monitoring process evaluation should be conducted on an ongoing basis. There are
four subjects examination for junior high school and six for senior high school and
one of them is English, in this situation students inevitably have to follow the
standardization of government that required students to pass all subjects invariably.

General, learning English has been taught in all unit education. The average
student has spent six years learning English from junior high school up to senior
high school. some students have received extra English language education after
regular school. Even so, but still, for most students learning English is the most
difficult to understand, let alone when it's afraid to vigorously study it like it is
difficult for the student, it is commonly found in country that use English as foreign
language (EFL) not as daily communicative language, so in this case I will track the
student's interest to the English language that will be the topic discussion of issues
and their relevance to the achievement of the result of learning process, so that
when the subject matter and has found the solution it is expected that there will be
significant and sustainable development, students motivation and interest are
generally

influenced

by

various

interrelated

aspects

ranging

from

family

background, social class communities to environmental groups, including patterns

of thought and interesting in something.
In this classroom action research would involve many participants and collaborate
with other that have relevance and relationship with students, either directly or
indirectly, I really hope it will obtain a complete data to answer problem related to
students' interest and motivation towards learning English, the main reason for this
action research is derived from real problem in the classroom (David Nunan:1992)
and try to look comprehensive and integrated to find out correlation between
motivation and students learning achievement.
B.

Identification of Problem
Having define generally I consider to write the important identification of problem
below:

1.

Is the motivation has correlation towards students learning achievement?

2.

How to develop students motivation in order to get better learning achievement?

3.

What things are influence students achievement except motivation?

C. Limitation of Problem

In my action research study I use qualitative and quantitative approach, the

target population all students in the class room (n=35) second grade social class in
SMAN 1 Indramayu, there are many party that will be invited and engaged in this
research because this research also all students exactly population like mentioned
above will be considered culture of learning among them, such as students learning
habit, pair group interaction, work ethic, and motivation for education will be
examined. In addition the researcher (me) may affect data and interpretation
conducting action research (Tomal:2003), therefore this research reduce the gap in
language teachers taking action and developing appropriately language learning
atmosphere affecting participants motivation to learn English in an EFL classroom.
D. Formulation of Problem
To guide my action research I make this following formulation study/question
research:
1.

What will the researcher and partners do to motivate students with low
achievement in learning English?

2.

How is the way to implement some model of cooperative learning instruction for
EFL students?

3.

Is students motivation be able to be as solution to fastest-rising achievement?

E.

Purpose of Study
Based on the reason above, through this research I want to prove and find out
correlation that the students motivation implication towards learning English and to
help myself and other teachers to motivate students with low achieving in learning
English or for EFL learner so that build up students motivation to be better in their
learning achieving.

F.

Significance of Study
Hopefully after this research the students are able to increase their motivation in
learning English, and they be able to apply with learning together with his/her friend

to arise self motivation to be better build the concept of themselves, hopes it can
dig the students interest in English because the research try to find solution of the
current problem.
In addition I hope students will be more attracted in learning English without
under pressure feeling and forced from the teachers and or their parents, so they
will be enjoy in learning English by increasing their motivation, and for the teacher,
The teacher can motivate students to encourage their learning achievement
through some models of problem solving, motivating and brainstorming technique.
Teaching English will be easier to do if the students enthusiastic for learning English
and feel fun, so, it is able to improve students interest.
The research result can be applied for all purposes English learning to
increase students skill. It is not only for one teacher only but for all that has a
similar problem in order to students be able to improving writing , speaking,
listening, and reading skill.
For the institution motivation can help students in general to develop their
English capabilities so the School (the institution) gets the achievements and
prestige among the education institution. The research finding and build motivation
so that improving students ability in increasing their achievement, hoped, it can be
followed by another teacher in teaching learning English activity.

CHAPTER II
THORITICAL REVIEW
A. Learning 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. Dr. Frank Cranes Four Minute Essays (1919),
as the teacher and or researcher who willing to emphasize students to have
enhancement motivation developing learning habit is important one to be focus on
problem solving, every student has different habit each other, their habit has built
since she/he was first elementary school, but not a little number that have improved
and be better, the learning habit also be able be seen by students background,
urban students has different motivation than the rural student motivation but this
condition is not warranty, because if we talk about motivation all always begin from
inside and environment, I do not know well which one that most dominant, depend
on convergence joining two theory that students has motivation from him/her self
but also can be stimulated from outside(Murip Yahya:2008), it has interrelation
inside motivation and outside stimulation in building students learning habit and
also learning achievement.

B.

Rewards and Punishment

Desire can be define as a interest of people to do something, students who have
interesting in learning language especially Learning English are became centre of
watch to analyze, learning English for some of people are too difficult and may be so
very frighteningly, other motivation theory mention that someone will do or not do
because from outside stimuli like punish and reward, in classroom condition
occasionally students are enjoy and feel fun when the teacher is friendly and often
give an appreciation to the students, rewards are not always as gift or thing but

appreciating and reinforcement to students also are meant as the rewards, but
students also feel inconvenience if the teacher angry in classroom because of
something that maybe caused students or maybe own problem (personal
experience). Rewards as thing usually will build competitive atmosphere in the
classroom if the teacher giving gift in good moment, but it also will make students
to be sitting pretty to the smart student, all thing has negative and positive pint, but
punish and reward are one of the way to build students motivation.
C. Students Centre and Teacher Centre Principle
Teacher-centered: Methods, activities, and techniques where the teacher decides
what is to be learned, what is to be tested, and how the class is to be run. Often the
teacher is in the center of the classroom giving instruction with little input from
students. The teacher decides the goals of the class based on some outside criteria.
Taken also from Hsiao Thesis that in the collaborative learning environment,
the teacher acts as facilitator; and students are expected to take responsibility for
their own learning. Nokelainen, Miettinen, Kurhila, Floreen, and Tirri (2005) studied a
shared

document-based

annotation

tool

to

support

the

learner-centered

collaborative learning approach. In their study the instructor gave an orientation to

the topic through initial lectures and provided some information and sources for
students to construct new knowledge. In contrast the cooperative learning approach
is considered more a structured model by teachers, who closely monitor every stage
in the completion of the task by students.
Johnson and Johnson (1988) clarified the teachers role in cooperative
learning, stating that a teacher typically introduces the lesson and assigns students
to groups. A teacher delivers resources or information so students complete their
tasks within the time limit and also build a well-arranged and comfortable climate
during the process of working on the task. Of course, the teacher is available to
predict the final outcomes. In other words, the instructor possesses ownership and
guides students during the learning process, practicing the teacher-centered
principle.
Panitz (1996) also clarified the difference between collaborative and cooperative
learning involving curriculum. He claimed that teachers adapt a collaborative

learning approach for higher-level students instead of using a cooperative learning

approach with first-stage learners. In other words, in a cooperative team, group
members are given clear objectives and instructions by the teacher to show their
abilities, reach desired goals, and run the task smoothly, especially for students
without cooperative teamwork experience.
Comparison between Teacher centered and Learner-Centered Instruction
Teacher-Centered

Learner-Centered

Focus is on instructor

Focus is on both students and instructor

Focus is on language forms and

Focus is on language use in typical situations

structures (what the instructor

(how students will use the language)

knows about the language)

Instructor talks; students listen

Instructor models; students interact with

instructor and one another

Students work alone

Students work in pairs, in groups, or alone

depending on the purpose of the activity

Instructor monitors and corrects

Students talk without constant instructor

every student utterance

monitoring; instructor provides

feedback/correction when questions arise

Instructor answers students

Students answer each others questions, using

questions about language

instructor as an information resource

Instructor chooses topics

Students have some choice of topics

Instructor evaluates student

Students evaluate their own learning; instructor

learning

also evaluates

Classroom is quiet

Classroom is often noisy and busy

Table 2.1 Comparison between students centered and teacher centered

D. Motivational Personality Development

The most influential humanist psychologist Abraham Maslow explained more
about the relationship between motivation and personality development. Maslows
(1970) hierarchy of needs was divided into five layers. The first or bottom layer
includes physiological needs, and the second layer comprises the need for safety
and security.
At the third level of Maslows hierarchy is the need for love and belonging, followed
by the fourth-level, the need for esteem. At the top or fifth level is the need for selfactualization. Maslow contended that individuals will not pursue so-called higher
needs until basic needs are fulfilled and satisfied. A student, for instance, who finds
the study of English a frustrating experience, is unlikely to view the classroom as a
secure and welcoming environment. Nevertheless, a teachers solicitous behavior
can help to create a caring environment in which students are more likely to meet
their basic emotional needs and move on to the higher needs reflected in academic
achievement.
An exploration of Maslows (1970) hierarchy of human needs reveals that
motivation is one of the primary determining factors in classroom success. R. C.
Gardner (1985a) noted, Attitude and motivation are important because they
determine the extent to which the individual will actively involve themselves in
learning the language (p. 56). For the purpose of this study on student motivation
in an EFL classroom learning community, various definitions of motivation have
been outlined in the following section.
E.

Motivation

1.

Definition
According to Oxford Dictionary fourth edition motivation, make somebody to
do something and motivate itself is the reason why somebody does something
(page

286),

motivation

is

encouragement

from

inside

of

people

(Mario

Teguh:2010), the other said from Keller (1983) clarified four components of

motivationinterest, relevance, expectancy, and outcomes in the educational

theory of motivation. He cited the choices people make as to what
experiences or goals they will approach or avoid and the degree of effort they will
exert in that respect (p. 389). H. D. Brown (1994) defined motivation as the extent
to which you make choices about goals to pursue and the effort you will devote to
that pursuit (page 34).
I consider that the motivation as the power of some body that influence to do
or not to do something caused by interesting, passion, desire, and idea to achieve
what he/she wants, and motivation will influence attitude, mental, think paradigm
and many more

2.

Motivation of Language Learning

As well-known that the main concept motivation has divided into intrinsic and
extrinsic types: Deci and Ryan (1985) stated that people who are intrinsically
motivated pursue given tasks for the sake of personal interest, satisfaction, and
curiosity, not external pressure. Conversely, people who are extrinsically motivated
pursue tasks for reasons that do not involve personal interest (page 35); outside
motivation like rewards and punishments can stimulate for motivation in the
process of completing a task. While psychologists have tended to divide motivation
into two basic categories: expectation and value. Feather (1982) divided students
motivation into expectancy and value models in a study of reading instruction in
second-language education. From the expectation model, he explained that
students are motivated to complete a task because of desired goals. By contrast the
value model suggests that students tend to do (or not do) things because they
evaluate the task as either valuable or without value. Furthermore, R. C. Gardner
and

Lambert

(1972)

distinguished

between

instrumental

motivation

(e.g.,

motivation inspired by the prospect of a new job or a promotion) and integrative

motivation (e.g., motivation that is self-initiated) in examining learners behaviors
and attitude performances. R. C. Gardner (1985a) defined motivation to learn the
second language (L2) or the foreign language (FL) as the extent to which the
individual works or strives to learn the language because of a desire to do so and

the satisfaction experienced in this activity). Three components constitute this

scholars definition of language-learning motivation: (a) making an effort to achieve
a goal, which means motivational intensity, (b) the desire to learn the language,
and (c) satisfying the task of learning the language.
According to Cambournes (1988) model of learning, he considered that
learning

is

an

engagement

behavior

through

immersion,

demonstration,

expectations, responsibility, approximations, use, and response for learning

development. Applying Cambournes model of learning to the EFL classroom, we
can illustrate them in the following conditions.
In the immersion condition, teachers should create an EFL classroom in which
a variety of English media are ready and prepared so that learners can see, touch,
feel, and experience them. That means that students are living in the Englishspeaking environment which is built by the EFL teachers. In the demonstrations
condition, it seems that teachers use scaffolding to engage students in learing
development. For instance, once students understand how a reading task is done by
observing teachers demonstrations, such as using in variety of skim, scan, and
context clues approaches for an unfamiliar word before reaching for the
dictionary, students will be able to use those developing skills when reading to
comprehend by themselves. In the expectations condition, teachers should give
positive expectations and responses to the students so that they are not afraid to
make mistakes but are willing to challenge them until the approximation errors
begin to decline and to take responsibility for their own learning. Once students are
immersed in this model of classroom learning, they will engage in learning
development, spinning of Hsiao-san Chens paper (page 51).

3.

The Correlation Between Motivation and Learning Language Achievement

These are completely taken from Hsiao-san Chens paper. A series of studies
have been conducted to investigate the role of motivation in FL learning in Taiwan.
For instance, C.-L. Wang, (2005), studied 33 eighth graders, exploring the effects of
learning motivation in the EFL classroom and finding a significant correlation
between motivation and achievement. C.-L. Chens (2005) study of 762 students

from eight junior high schools in the Yunlin region of Taiwan revealed that school
type, gender, the number of years of learning English affect students motivation to
learn. Liao (2000) administered three questionnaires to eighth graders at a junior
high school in central Taiwan, discovering that they lacked the motivation to learn
English and tended to be extrinsically motivation. In actuality intrinsic motivation is
the major factor in successful learning and inspires students to accomplish longterm learning goals. Ironically, Taiwanese students tend to learn English because
they want to compete with others or pass the Joint Entrance Examination.
S.-C. Chu et al. (1997) studied the attitudes of unmotivated students
attending an EFL class in a 5-year college in Taiwan, finding that 75.3% of the
students felt bored in EFL class; 73.5% students considered the English textbook too
difficult, impractical, and unattractive. Over half these students, 56.4%, complained
of too many paper-and-pencil tests and lectures in their EFL class. K.-S. Tsi (2003)
completed a valuable statistical analysis on 130,000 Taiwanese high school students
writing a College Entrance Examination in English composition on the topic of the
difficulties with learning English.
Students said that (a) limited vocational hindered reading comprehension; (b)
limited oral and listening abilities resulted in the incorrect pronunciation of words;
(c) these factors caused them to fear speaking English; (d) they were rarely given
the chance to speak with native speakers of English; (e) writing presented another
barrier even for students who had had years of English studies; (f) boredom and
lack of interest in attending English class posed problems for teachers; (g) they felt
discouraged when their English test scores always fell below average. A few
students responded bluntly: I hate my English teacher. In other words, items (a)
through (e) above illustrate students difficulty with listening, speaking, reading, and
writing skills, motivating us to seek better teaching strategies. In summary, the
correlations between attitudinal and motivational factors in L2 or FL learning play an
important role. R. C.
Gardner and Lambert (1972) found that attitudes and motivation exert a
strong effect on language achievement. In other words, positive learning attitude
affect learners progress in new-language acquisition. Clearly that motivation bring
big influence towards students learning achievement, many reason expose above

from Hsiao-Chen, begin from learning English only for collective register in some
college and or high school, difficult to understand English text book, the
unattractive teacher, seldom have a chance to speak with native, I consider this
reason has similar case in Indonesia, because Taiwan and Indonesia are learning
English as foreign language so they will find some similar problem.

4.

The Role of Teachers

Quoted from Hsiao-Chen, Several studies have shown that the behavior of
teachers or supporting in learning process an important factor in facilitating the
students' motivation to learn. First, the students absorbing performance of teachers
in terms of praise or criticism were received of teachers (Graham & Weiner, 1987).
For example, students gain praise such as "Great! You did a good job" or blame as
"You are wrong "Indeed, teachers should give more credit to the students to
demonstrate care, attention, and encouragement, for example, "I hope you can
further enhance your skills" At the same time, teachers need to explain to students
that they have to try hard, if not, they can fail.
Second, teachers should help students to deal with their frustrations by
giving them the right help, many examples, or personal experiences that they
struggling students can turn failure into success. For example, students may
complained of too much or difficult task, the teacher should let them know task will
help them gain more experience with this subject (C.-S. Wu, 1990). Teachers should
provide a clear and simple directions with step-by-step guidance, which can greatly
enhance students' academic outcomes.
Third, teachers should encourage students to use learning strategies work for
them so they can find the best way to solve their problems while facing challenge or
a difficult task. In addition, teachers must establish a student-centered instruction
so that students can make their own decisions: Students may participate in choose
the topics they want to pursue the depth, or they may suggest teaching methods to
be used to maximize their understanding of the lesson.

CHAPTER III
RESEARCH METHODOLGY
A. Method of Research
Method of research in my proposal is using action research, what is action
research? Action research is a research tool that potentially facilitates growth and
change in an individual or a group during the research process (Reason, 2004). A
number of scholars have explored the action research method and its application.
Arhar, et al. (2001); McNiff, Lomax, and Whitehead (1996); Stringer (1996); and
Winter (1996) have indicated first that action research is closely linked with theory
and practice as well as reflection. According to the preface to Hwang, Chen, and
Yans (2002) Chinese version of Action Research for Teachers: Traveling the Yellow
Brick Road by Arhar et al. (2001), action research serves as a bridge that the
practitionerresearcher can use to connect research theory (the theoretical) and
practical action (the empirical).

Second, action research closely links researchers and research participants,

including colleagues, students, or administrators, to form a cooperative working
community. During the process of action research, teachers should listen to their
students thoughts and feedback to acquire useful data. Action research resembles

cooperative teamwork because it connects the teacher-as-researcher, students, and

colleagues (Arhar et al., 2001) to practice educational improvement.
Third,

action

research

closely

links

personal

growth

and

professional

development in order to change the researchers themselves, institutions, or society.

When teachers conduct their studies, they perform as primary researchers and
practitioners; their research issues emerge from their own concerns about what has
occurred in their classrooms and among their students (Burns, 1999). The process
of action research derived from teachers engaging in meaningful reflection and
discussion with colleagues. In other words, its benefit lies not only in the
enhancement of the professional growth of teachers but also in the improvement of
the education of students (Wallace, 1998).

B.

Place And Time of Research

The place of this research will be hold in SMAN 1 INDRAMAYU, second grade of
social class and it takes 35 students in its classroom, generally there are three time
English subject regular in classroom, each meeting 2 x 45 minutes, so in a week
270 minutes or about 4 hours and 30 minutes, my research will take about 4 week
to observe and ask personal review (Michael J Wallace) from English teacher who
teach in that classroom and I will invite them to be engaged in my research.

C. Procedure of Research
An action research in my study is going to two cycle, each cycle belong to four
steps, identify problem or diagnosing problem, plan action, action of research,
evaluation. That are procedure of research, and I also make mind concept of
research detailed with four phase that will engage participants in my study.
The first steps: Problem identify, the purpose of problem identify is to
understand why students being lower learning motivation and attitudes in their
English subject. From this steps I should get main problems of students motivation.

The second one: plan action, arrange concept what will I do in my research? It is
include arrange interview, motivation questionnaire before and after study, checklist
likert scale, qualitative data coding and descriptive data statistics.
Thirds: action, doing and action research, it is going to spend four week or a
month, collaborative research me and other teacher to give advice and data about
students in that class by giving checklist observation from teacher and also
personal review.
Last: evaluate, after all research and study has been hold, I need help from other
party to evaluate gathering about my research, then I need second cycle to confirm
and get best answer of the problem, so from twice cycle of action research I hope I
can obtain fix answer.
For more understanding my action research procedure see on the figure below:
Figure 3.1 Research procedure

D. Population and Sample

The 35 students in this research, they belong to male and female students, the
number of 35 is an estimation in one classroom of social class, exactly second grade
social class, so why I choose social class? Because I consider that open-minded
concept from social and exact class, I am not favoritism one to each other, but
problem of motivation is often undergone by social class whereas they should have
good motivation in learning English because they will use it in real job opportunity
like a accounting or the other that has correlation with social class, one of subject in
social class is Sosiologi, so if the social students cannot interact one each other
especially with people from other country it will make them got big question than
exact class which is no Sosiologi subject.
E.

Instrumentation

For this study I use instrument that has two approach, qualitative and
quantitative approach, instruments for qualitative are:
Interview: beside using questionnaire I also interview them for knowing their
motivation and their desire in learning English and relate their answer switch to
result of previous semester so will be found first answer and knowing directly from
students
An example for interview question below:
1.
2.
3.

When you first time learn English?

Do you like English?
How often do you read English book or other literature? etc

Questionnaire: this method using through survey model provides some basic, my
survey style combine between Likert Scale and question survey, Likert scale that
provided question has a range 1 up to 5 point to give honest answer about students
motivation and his/her ability in English, each point has weight from 1-5with value;
poor, low, average, good, strong / Excellence. hopefully this method obtain real
answer from participants,
.Likert Scale like below:
1.

How do you like English

2.

Are you speak fluently

3.

How is your reading ability

4.

How is your listening ability

5.

How is your writing ability

6.

How about your desire learning English

7.

Willing to improving English skill

Checklist: the teachers and English teacher will be engaged into this research by
giving personal review ( Wallace:1980) and observation checklist as gather
obtaining research, personal review will be written by the teacher based on

checklist observation and telling more explanation about the points that has been
given, so that to complete all research as consideration in research finding, and it
also will be evaluated into twice cycle.
F.

Data Analysis and Interpretation Technique

The technique to analyze data is by using two approaches, interpretive approach
and statistic approach, for qualitative approach are like below:

Interview: Patton (1990) claimed that the strategies for analyzing interviews should
begin with individual case analysis, then cross-case analysis. I used an inductive
approach to develop coding categories by reading through individual students
interview notes repeatedly, and certain patterns presented to inform my inquiry to
the study. The inductive approach provides a systemic set of procedures for
analyzing qualitative data that can produce reliable and valid findings (Thomas,
2006). I paid considerable attention to analyzing different answers from different
people to common questions throughout this study.

Observation checklists. Observation was one of the common ways for this
researcher to provide more practical and richer information for the action research
study (Tomal, 2003). I noted individual students behaviors on the observation
checklists, making a tally mark and computing the mean score so that accurate
numerical responses were clarified. For example, half the students worked on an
assignment for another class or slept in the EFL classroom. The observation
checklists were used each time the researcher reviewed the video recording and
completed the observation checklists. In addition, two EFL teachers also helped fill
out the observation checklists when they occasionally visited the researchers class
with totally three times. Finally, I identified the most frequent behaviors and then
made analysis and interpretation.
Personal Review:

for analyzing data, I also write daily observation about review

classroom condition in daily activity in the classroom, this is a sign of the action
research, answering problem by describing condition of the subject, and look holistic

problem so that get answer as well as and real applicable into classroom, this
research also giving treatment to the subject in order to improving their motivation,
it will be described in quantitative approach.
This research are gathering two combination, so it needs statistic analysis, in my
study need to know about correlation

between motivation and students

achievement so it uses t-test with quantitative approach, like below:

Quantitative approach In the quantitative approach, the results of the t-Test on
students pretest and posttest motivation questionnaires and repeated-measures
analysis of variance for comparing all subjects measured during different testing
times were analyzed quantitatively, this is using formula;

: value t observation or t count

: difference mean count result
S : standard deviation
n: sample
In this study, the t-Test can be used to determine differences in students
motivation to learn English and performance before and after the instruction. In the
first step, data were counted according to participants responses to 35 items. Mean
and standard deviation were presented by running the t-Test. In this way, the
researcher analyzed the results to determine any significant differences with
respect to survey responses before and after instruction.

Bibliography
A.S. Hornby. (1994). Oxford Learners Pocket Dictionary. Fourth Edition. Oxford
University Press.
Alison, McGrath Peirce. And Lank, Elizabeth. (2010). Developing Learning habit
Journal. available at www.think.plus.com

Dornyei, Zoltan.( 2001). Teaching and Researching Motivation. Malaysia; Longman

Hsiao-san Chen. 2008. Thesis Motivation Issues of Taiwanese Vocational High
School Students in English as Foreign Language Classroom: an Action
Research Study. Kent State University.
Nunan, David. (1992). Research Methods in Language Learning. USA; Cambridge
University Press.
Schmidt, Richard, Boraie, Deena, & Kassabgy, Omneya. (1996). Language Learning
Motivation: Pathways to the New Century. Honolulu: University of Hawaii.

Tomal, D. R. (2003). Action research for educators. Lanham, MD: Scarecrow

Press.
Wallace, J. Michael. (1998). Action Research for Language Teacher. United
Kingdom; Cambridge University Press.
Yahya, Murip. 2009. Pengantar Pendidikan. Bandung; Prospect.

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