MOTIVATING STUDENTS IN SPEAKING CLASS THROUGH COMMUNITY LANGUAGE LEARNING
AT SECOND GRADE OF SMPN 22 BANDAR LAMPUNG
BY
IRMA JUNITA
0743042016
ENGLISH EDUCATION STUDY PROGRAM
ARTS AND LANGUAGE EDUCATION DEPARTMENT
SCHOOL OF EDUCATION AND PEDAGOGY
UNIVERSITY OF LAMPUNG
2011
I. INTRODUCTION
1.1 Background of the Problem
Speaking is an important aspect in language learning. By speaking, we can convey information and ideas, and maintains social relationship by communicating with others. In an addition a large percentage of the world’s language learners study English in order to be able communicate fluently. Many language learners regard speaking as the most important skill they can acquire and asses their progress in terms of their accomplishments in spoken communication. In the contrary, for most people, speaking is the most difficult part when they learn a foreign language.
Learning to speak a second or foreign language involves student’s motivation. Motivation is very important in second language learning as in other field of human learning. The primary motive for learning a language is that it provides a means of communication. Motivation in second language learning will influence the level of proficiency a learner can attain. The more succesful one has been in language learning, the more motivated one will be to learn more. However, some of students have a low motivation in second language learning. It causes they lack of speaking skill.
In relation with statement above, the keywords is ‘motivation’ of the students depends on how teacher designs and conducts his or teaching well. Gardener and Lambert (1959) cited in Crookes and Schdmith (1991) identify motivation as primarily with the learner orientation toward the goal of learning a second language. Furthermore, motivation is considered by many to be one of determining factors in developing a second or foreign language. Motivation determines the extent of active, personal involvement in second language learning conversely, unmotivated students are insufficiently involved and therefore unable to develop their potential second language.
Realizing the problem above, the writer assumes that an appropriate technique or method is needed in improving students’ motivation and a good atmosphere (condition) during teaching learning process is also such an important point that should be considered too. Teacher duty is not only to explain the materials, or select suitable materials but she should also give her guidance, advice, support and motivation to her/ his students whenever they need it. In order to improve students’s motivation in speaking, She/ He chooses suitable method and concern with student motivation in speaking. Teacher should know how to motivate their students in second language learning. The strategy of teacher is very important to motivate their students.
The writer tries to apply a method in teaching English speaking. The writer will propose one teaching method, namely, Community Language Learning Method which is a method of teaching a foreign language developed by Curran (1976) in it takes principal from general Counseling Learning, which refers to the relationship between a counseler (the teacher) and the clients (the learners). The basic theoritical premise is that the human individual needs to be understood and aided in community with others stiving to attain the same goals.This is a very special kind of community- involvement result in which the language learners and their language teacher build an intense atmosphere of warmth. The language learnes never feel isolated and alone because evrybody belongs to the group and evrybody sits in a “community” and sense positive regard of everyone else (Curran, 1976: 1) in Setiyadi (2000:41).
From the explanations above, the writer assumes that Community Language Learning Method can be an appropriate method in improving motivation in speaking. First of all, CLL class begins with a warm atmosphere between a language teacher and language learners, they support each other and the teacher’s function is not only as the language teacher but also as a counseler who is always ready whenever the students need her/his help. In this CLL class, the teacher is always creative in triggering students’ eagerness in teaching learning process by presenting various activities, such as; the teacher gives the students the chance.
In reference to the background above, the researcher was interested in knowing whether community language learning (CLL) can be alternative solution to motivate the students in their speaking class or not. The researcher was going to find reality about effects of teaching results using community language learning (CLL) method especially in speaking class. Hopefully, the students’ attitude toward their speaking class can change to be more interactive.
1.2 Formulation of the Problem
Based on the background above, the problem is formulated as follow:
Is there any significant improvement of students’ motivation in speaking Class after being taught by using Community Language Learning method At second grade of SMP 22 Bandar Lampung?
1.3 The Objective of the Research
Based on the formulation above, the objective of research is:
To find out whether teaching speaking using Community Language Learning (CLL) improve students’ motivation significantly in their speaking class
1.4 The Uses of the Research
This research is useful both practically and theoretically,
1. Practically, the result of this research can be used by English teacher as information in order to select suitable technique or method in teaching speaking in junior high school.
2. Theoretically, as the information whether the result of this research is relevant or not to the theory. Moreover it can be used to verify the previous theories dealing with the theories in this research and also as a reference for further research
1.5 Scope of the Research
The research will focus in motivating students in their speaking class through community language learning. The writer only will measure the students’ motivation, not students’ achievement in learning speaking through community language learning. There are six classes of the second grade of SMP 22 Bandar Lampung and the researcher will choose eight e class(VIII E) in this research, The researcher will use pictures of teaching speaking. In collecting the data of the research, the researcher will use a questionnaire, which consisted of 2 sets of close- ended questions. A set of the motivation questionnaire is modified from Setiyadi in which the scores are based on the Likert scale and the range of 1 to 3. The questionnaire will be used to measure student’s motivation in learning speaking. The data will be analyzed by using Repeated Measures T-Test. The researcher will calculate the mean score of students’ motivation before and after the treatment because She wants to know whether there is a change of students’ score of motivation after the treatment in order to know whether Community Language Learning (CLL) can be used to motivate students’ in learning speaking.
1.6 Definition of Term
There are some terms that are used in this research and to make it clearly, some definitions of terms are presented as follow
1. Problem is the current situation that differs from desired goal and need
solution.
2. Motivating is changing the students’ attitude or behavior toward their speaking class to be more interest and interactive. While motivation is an inner power reinforcing someone to do something (Oxford and Shearine, 1994:12)
3. Community Language Learning (CLL) is a method which is inspired by the application of psychological counseling technique to learn ( Charles A Curran 1976). The basic theoritical premise that the human individual needs to be understood and aided in community with others stiving to attain the same goals.
II. FRAME OF THEORIES
2.1 Concept of speaking
Speaking is one of effective way to interact and communicate among people in social life. Byrne (1984:9) defines speaking as two-way process between speaker and listener and it involves the productive skill and receptive skill of understanding. It means that in the speaking process, we try to communicate with each other and use our language to send our message to second person. In this case, the speaking process needs at least two people, one as a speaker who produces information and the other as listener who receives the information
Wherever people intend to learn to understand a spoken language, they use the language by speaking in order to express their idea, feeling and experience and so on. Lado (1977:240) says that speaking is described as an ability to converse or to express a sequence of idea fluently. This also means that in the process of speaking there must be at least two people. One speaker is to give information while the rest is listener who receives information.
There are some factors related to the speaking ability (Heaton, 1991):
a. Standard of voice
According to Gilman (1968:45) the characteristic of voices is commonly described as pitch, lounness, fluency, duration and quality.
b. Pronunciation
Brown (2001:198) separates teaching pronunciation into two, there are :
1. The beginning levels: learner hopefully can surface that thre should beneath
Which pronunciation detracts from their ability to communicate.
2. The advanced level: learnes focus on elements that go beyond basic patterns,
Voice of quantity, phonetic distinction between registers and other refinements
That are far more important in the several stream of clear communication than rolling the english or getting vowel to perfectly imitate a native speaker.
c. Comprehensiblity
Carrel (1984:332) describes comprehension as a process in which readers use
Their formal schemata (rhetorical structure language knowledge) and content
(background knowledge of context) in order to get meaning of printed
Symbol).
Scott in Johnson & Morrow (1981: 70) typifies speaking as an activity involving two (or more) people, in which the participants are both hearers and speakers having to react to what they hear and make the contributions at high speed. In other words, each participant must have an intention or set of intentions he wants to achieve in the interaction. Each participant has to be able to interpret what is said to him, and reply with the language he has which reflects his own intention.
Meanwhile Brown (2001 : 250) states, that speaking is an interactive process of constructing meaning that involves producing, receiving, and processing information. Based on this idea, there are three important points that must be occurred to the participants of communication (speakers and listeners) to construct the meaning during the interaction among them.
Brown (2001:251) also classifies types of spoken language into two types that is, monologue and dialogue. In monologue, when a speaker uses spoken language like in speech, lecture, etc, the hearer must process long stretches of speech without interruption the stream of the speech will go on whether or not the listener comprehend. While dialogue, when speakers uses spoken language like in speech, the hearer must process short stretches of speech.
From the definition above, the writer can conclude that speaking is an ability to express idea, feeling and emotions to other person. The language is used to express oneself to be understood by other. The writer will focus on the speaking class. Speaking consists of content, vocabulary, pronunciation and comprehensbility. The writer will take speaking as the material to do research. Because there is no interaction between students and students or students and teacher in teaching learning process by using English language.
2.2 Concept of Teaching Speaking
Teaching speaking means teaching how to use language for communication, for transferring ideas through or even feeling to other people. River (1978:6) states that speaking is developed from the first contact with the language that we learn, because by the speaking we can transfer our ideas or thought to order people. Moreover, Japerson in Marians (1978:23) says that the essence of human language is human activity on the part of the individual to make him understand by another and activity on the part of the order understands what was on the first. Then, he adds that the language as an activity that permits people to communicate with each other. So it is clear that language is very important. We can not only teach what will be spoken but also the situation what we deal with. The teacher teaches speaking by carrying out the students in certain situation when the topic is being talked about. The topic must be familiar with the students so what ideas have an oral command of language need to describe the topic.
From explanation above, the researcher assumes that in teaching speaking teacher should give the situation and opportunity to students in order that they will see the think because any single utterance always reflect to the condition of speaker without being ashamed or afraid in communicating with other students to tell their ideas, experience or felling. Here, the researcher wants to improve the students’ ability in speaking by using Community Language Learning (CLL)
2.3 Concept of Community Language Learning
Community Language Learning (CLL) is a method introduced and developed by Charles A Curran and his associates. This method is inspired by the application of psychological counseling technique to learning, which is called counseling learning. The term “counseling” refers to the relationship between a counselor (teacher) and the clients (learners). The counselor gives advice, assistance, and support to his/her clients. And the concept “community” refers to group with the task of learning is applied specifically. In this community the language teacher and the learners build the intense atmosphere of warmth, security and support each other among them during the classroom activity. This kind of security and support from another in the group is really typical in this method and almost the exact opposite of the atmosphere in the schooling.
In learning a foreign language, language learners need psychological requirement. In community Language learning, the requirements for successful learning are collected under acronym SARD ( Curran in Setiadi (2000: 46 ), which can be explained as follows. S stands for Security, which is essential to enter the successful learning teaching process. A stands for Attention and Aggression. Without attention language learners will not learn a language optimally. Inattention is considered natural in CLL. Loss of attention is an indication that language learners are lack of involvement in learning foreign language. R stands for Retention and Reflection. Retention is the final process of observing what is studied into oneself and being able to retrieve and use it later with ease. The second R, Reflection then follows the process of observing. Language learners need to take a period of silence to reflect what has been learned. D stands for Discrimination. Language learners need to identify the sounds they are hearing, the meaning of the words they have learned and the grammatical usage. Without conscious processes of discrimination, language learners may thinks they know what they have been learned when in fact they still do not. In teaching learning process, feeling of security comes first in order to have an optimal learning process and followed by attention of the students, from the beginning until the end of the teaching learning process. Retention and reflection can be seen in the middle of process, in which the learners can identify the sound they are hearing, the meaning of the words and the grammatical usange. The last is discrimination when the students try to observe what is studied and reflect what they have learned, by having some new vocabularies they will be asked to produce some words or sentences in speaking from or some sentences in writing from (evaluation).
Moreover, Curran in Setiyadi (2000: 43) proposed the basic principles of CLL which represent the steps of learning a foreign language. The process can be considered as stages in language learning. Blow, the outline of stage in language Counselor Clients relationship from counselor dependency to independence.
Stage 1
The client is completely dependent on the language counselor.
1) First, he expresses only to the counselor and in his mother tongue what he/
she wishes to say to the group. Member overhears this English exchange, but is
not involved in it.
2) The counselor then reflects these ideas back to the client in the foreign
language in a warm, accepting tone , in simple language in phrases of
five or six words.
3).The client turns to the group and present this ideas in the foreign language. He
has the counselor’s aid if he mispronounces or hesitates on words or phrase.
Stage 2
1) The same as above
2) The client turns and begins to speak the foreign language directly to the group.
3) The counselor aids only as the client hesitates or turns for help. These small
independent steps are signs of positive confidence and hope.
Stage 3
1) The client speaks directly to the group in the foreign language. This presumes that the group has now acquired the ability to understand his sample pharase.
2) The same as (3) above.
This presumes the client’s greater confidence, independence and proportionate
insight into the relationship of phrase, grammar and ideas. Translation is given only when a group member desires it.
Stage 4
1) The client is now speaking freely and complexly in the foreign language.
Presumes group’s understanding.
2) The counselor directly intervenes in grammatical error, mispronunciation or where aid is complex expression is needed. The client is sufficiently secure to take correction.
Stage 5
1) The same as (4)
2) The counselor intervenes not only to offer correction but to add idioms or more elegant constructions.
3) At this stage, the client can become a counselor to group in stage 1, 2, and 3.
Those five stages represent how language learners leave their dependency and come to their independence in learning foreign language and the process in which the knower and the learners interrelate. In stage 1,The learner expresses an idea in her/his mother tounge and the counselor (teacher) translate it into foreign language slowly, word by word in order the client (learner) can repeat the expression in comfortable way. This stage is considered as an embryonic involvement between knower and the learner as “mother” and “child” to overcome learners’ anxiety and to build the security of the warm relationship between language teacher and language learners.
In stage 2, the learners start to use simple phrases and they pick up expressions that they have heard and use them as the beginning of their independence. This stage is also called self-assertion stage. In stage 3, the client grows independence with mistakes that are corrected by the counselor. The correction is not always given, only when the client needs it. In stage 4, The clients begin to be independent to make their new expression based on the available words or grammar, and teacher will help them when they find difficult words, expression or grammar. The last stage (stage5) is stage of independence. The client makes free communication in the foreign language. The presence of the counselor only reinforces correctness and pronunciation.
Based on the theory above, the writer will chose Community Language Learning as a way to help the students to improve their motivation in speaking class. In this community, language learners need psychological requirement. The language teacher and the learners build the intense atmosphere of warmth, security and support each other them during classrom activity. This kind of security and support from another in the group is really typical in this method and almost exact opposite of the atmosphere in the schooling. Community language learning is a method that can motivate the students in speaking class.
2.4 Learner roles in CLL
In community language learning, the learners have a main role in learning process. The learner’s role within CLL is described in following terms:
The role of the learner is as a client who has the problems and need the counselor’s help in learning process, and he is also the object of learning. The implication for the learner is that should contribute as much as he gains, and thereby learns in independent way. So, it is clear that the learner takes the main role in the activity in language learning. Learner should be active in learning process and in the activities created based on the principles of CLL. The interaction and relationship among the teacher and the learners can be seen within the classroom procedure. The process will depend on the contribution of learners.
From the statement above, the writer concludes that the learners has main role in teaching learning process by using Community Language learning. It means that Learners can explore their ability in speaking. Community Language Learning can be very helpful in speaking class and the learners can take the main role in every activity in language learning.
2.5 Teacher Roles in CLL
In community Language Learning, several roles of teacher is described in the following terms:
1. As the person who teach as a foreign language
2. As the counselor, the person who gives advice, assistance, and support to his/
her client, who have the problems.
3. As the knower, who provides the conditions for the learners to acquire a foreign
Language and at the same time to be involved in learning to communicate with
Other people. She / he is also as the knower of target language that has to
Maintain Learners security during the learning process.
From several roles of teacher in Community Language Learning, the writer can take a conclusion that so many activities can be done by the teacher during teaching learning process of English. Teacher can create a comfortable classroom situation, which can encourage students in learning process. The teacher also has the responsibility to manage the classroom as a setting to engaged students in active communication.
Dieter Stroiningin Setiyadi (2000:51) summarized a simple procedure as presented in his first day of CLL class.
1. The class begins with an informal meeting and everyone introduces himself or
Herself.
2. The knower makes a statement of the goal and guideliness for the course.
3. The students form a circle so that everyone that visual contact with one another
And everyone is within easy reach of the microphone of a tape recorder.
4. A volunteer student initiates conversation with other students by giving
a message In his/ her mother tounge.
5. The knower goes and stands behind the student, whispers an equivalent
Translation of the message in the target language.
6. The student repeat the message that has been translated into the target
Language and records her/his expressions in a tape recorder.
7. Each student in the group has a chance to express his/ her message and records
Them.
8. The knower always stands behind the students who are saying the statements
And translate the message in the target language.
9. The tape recorder is rewound and replayed at intervals.
10. Each student repeats his message in the target language.
11. The knower chooses sentences to write on the blackboard that highlight some
Elements of language, such as grammar, vocabulary (translation) or
pronunciation
12. The student may ask questions about any of the elements discussed.
13. The knower encourage the students to copy sentences from the blackboard
Including the translation in the students mother tounge. The copy becomes
their textbook for home study.
The procedure of CLL introduced earlier (Dieter Stroinigg’s Procedure) shows how the language teaching is presented in a small number of students and also through the use of a tape recorder in a small number of students. The procedure is almost hard to do in ordinary classroom which consists of students. Asking students to sit in a circle is also something that language teachers may not so.
That’s why in this research, the writer tries a modification of Community Language Learning that can be applied in language class that consist of 32 students without asking them to sit in a circle and without using a tape recorder, because this an electrical instrument not always available At school. Stevick himself minimized and avoided using a tape recorder because of a class of big size when he taught a class through the same method (1980: 182)
Moreover, the writer tries to develop the technique teaching CLL by considering a certain assumption which is underlying principle about learning. This principles can be stated that the human person learns new behavior rapidly if the learner is not busy defending himself from someone else (Stevick in Setiyadi 2000: 48). We can do this modification technique by considering the principle which is stated by Stevick, even though the students are not seated in the circle they are not worried about defending themselves because there is a counselor who always maintains their security. In CLL modification, the writer also will apply picture as a media in teaching English. Murcia (1969:117) state that the picture not only help the teacher to guide the learners in learning the target language, but it also can increase the students’ ability, motivation and advance their their knowledge of the target language. It indicates that teaching by using picture will be more attractive to the students. It is very helpful to motivate the students in speaking class through community language learning. It also can give the meaning of something and increase the way of thinking which is orderly and continuously.
2.6 The Application of CLL in Teaching Speaking
In this research, the writers will apply the procedure of Community Language Learning, which is presented by Dieter Stroinigg in Setiyadi (2000: 51), but there was a little bit modification:
1. Teacher opens the class with an informal meeting by greeting.
2. The teacher tells the students what they are going to do. She explains the
procedure and guidance of CLL activity.
3. The teacher does not ask the students to sit in a circle, but they still sit on
the chairs in row setting such as schooling setting.
4. The teacher prepares a picture. It will be put on the blackboard and
She lets the students see and understand what the picture tells about for a while
In their mind
5. A students initiates words or a sentence by giving a message in his/her mother
tounge. Before that, He/ She should raise his/her hand so that the teacher knows
the students who needs help.
6. The teacher stands beside the students and whispers an equivalent translation
Of the message in the target language (English)
7. The student repeats the message in the target language and then he/she has to
Memorize his/her own expression. Because sometimes, the teacher will recall
the students memorization about the words that they have produced to see
whether the student has already understood or not.
8. Each student in the group has a chance to express his/her message.
9. The teacher always stands beside the students who are saying their statements
And translate their message in the target language.
10. Each student repeats his message in the target language.
11. The teacher chooses sentences to write on the blackboard that highlights some
Elements of language, such as grammar, vocabulary (translation) or
Pronunciation.
12. The students may ask questions about any of elements discussed.
The modification can be seen from the following steps (Setiyadi: informal communication):
1. Procedure number (3), in which the students are not seated in a circle but they
sit on the chair in row setting (such as usual schooling settimg)
2. Procedure number 4, in which the teacher prepares a picture
3. Teacher explains what students will be doing :
a- conversation in english language with teacher’s help (+ time limit)
conversation tape-recorded
c- create a transcript
d- various activities using the language on the transcript
· pronunciation (Human Computer)
· create sentences (group work)
· conjugate verbs
· reconstruct conversation
· describe a picture
4. Teacher gives clear directions :
Student raises his hand , teacher comes behind him
Student says phrase/sentence in native language
Teacher helps him say it in target language
Record target language only
Listen to recording
a- conversation in english language with teacher’s help (+ time limit)
conversation tape-recorded
c- create a transcript
d- various activities using the language on the transcript
· pronunciation (Human Computer)
· create sentences (group work)
· conjugate verbs
· reconstruct conversation
· describe a picture
4. Teacher gives clear directions :
Student raises his hand , teacher comes behind him
Student says phrase/sentence in native language
Teacher helps him say it in target language
Record target language only
Listen to recording
5. Teacher sits and asks students how they feel about the experience
6. They listen to the conversation
7. Teacher plays tape again + writes sentences on the board
+ waits for volunteers to give native language equivalents
(Students don’t write anything down)
8. Teacher writes the English sentences
9. Teacher asks students to relax and just listen while he reads/plays the transcript
3 times .
10.Teacher asks students to practice pronunciation
Student raises hand and teacher comes behind him
Student says a word/sentence/number of sentences in any language
Teacher gives back only correct English and stops only when student stops.)
6. They listen to the conversation
7. Teacher plays tape again + writes sentences on the board
+ waits for volunteers to give native language equivalents
(Students don’t write anything down)
8. Teacher writes the English sentences
9. Teacher asks students to relax and just listen while he reads/plays the transcript
3 times .
10.Teacher asks students to practice pronunciation
Student raises hand and teacher comes behind him
Student says a word/sentence/number of sentences in any language
Teacher gives back only correct English and stops only when student stops.)
2.7 Concept of motivation
Ellies as citied in Hasan (1991:1) states that motivation is one of the factors that influence the students’ ability in learning language. Motivation is an inner power reinforcing someone to do something, all inner power that determines successful learning activity (Oxford and Shearin, 1994: 12). We can figure that success in task is due to simply to fact that someone is motivated. If the students are strongly motivated, the process of learning will be more active and effect their achievement.
Motivation is considered by many to be one of determining factors in developing a second or foreign language. Motivation determines the extent of active and personal involvement. On the contrary, Gardener (1985) in Aprida (2002) explains that motivation differs from orientation because the students may demonstrate a particular orientation but not be highly motivated to achieve that goal. Motivation, in this case is a positive power, which stems from desire to attain the goal reflected in the orientation, for instance, learning English seriously in order to get a better job in the future. In relation with the previous statement, the students need motivation in order to attain the goal of language learning and motivation can come from themselves or from their environment.
From all statements above, the researcher assumes that motivation means positive impulse toward the language learning in order to attain the goal of foreign language learning. Thus, it seems that motivation plays an important part in order to make the students will master their English and get the best achievement. So, the researcher wants to improve their motivation in speaking class by using Community Language Learning.
2.8 Concept of Motivation in Learning English
Since the learning process needs motivation, the students also need the motivation in learning language especially in learning English. Oxfrord and Shearin ( 1994) state that motivation is extremely important for second language learning and it is crucial to understand what our students’ motivation are. Understanding their motivation is important in order to know why they learn a foreign language. Motivation is also used to facilitate students to reach their objectives in learning English; it is to reach good achievement in speaking.
According to Garner and Lambert in Littlewood (1991), motivation in learning English is divided into two parts. The first is integrative motivation that identified with positives attitudes toward the target language group and the potential for integrating into that group or at least an interest in meeting and interacting with members of the target language group. The second is instrumental motivation, which refers to more functional reasons for learning a language, for example to get a better job or promotion, or to pass a required examination.
Motivation in learning English is also divided into intrinsic and extrinsic motivation. Intrinsic motivation is a motivation as incentive, which originates within the behavior itself rather that externally as in playing musical instrument for enjoyment (Setiyadi, 1999). If reasons of studying English are for his enjoyment himself and his knowledge himself, it is called intrinsic motivation. Extrinsic motivation stems from positive or negative reinforcements which are external to the behavior itself rather than inherent in it, for instance, studying to get good scores not because of studying is enjoyable. The intrinsic and extrinsic motivation is relevant in Indonesia. Therefore the writer will use the intrinsic and extrinsic motivation as the indicators of the questionnaire.
Hence, the researcher assumes that all kinds of learning process need the motivation especially in learning English as foreign language. The students can reach their goal if they have intrinsic or extrinsic motivation. In this research, the researcher focused on the students’ intrinsic motivation because it would come from their inner mind and feeling to speak enjoyable. Beside that, it focused also on students’ extrinsic motivation to support intrinsic motivation itself. So, they can speak without any pressure from teacher or other students.
In ideal classroom, students pay attention, ask questions and want to learn. They do their assignments without complaining and study without being coaxed or cajoled. But, teachers do not do teach is an ideal world. They often have students who are not motivated; more accurately, students do not seem motivated to work on the task their teachers have set out for them, including in speaking class. A teacher contributes a great deal to the students’ desire to learn and to make responsibility and control for their own learning. With a positive, proactive to motivation, a teacher can influence the way students view themselves and learning.
Baron (1992) and Schunk (1990) as citied in Eggen (1997) states that motivation is a force that energizes, sustain, and directs behavior toward a goal. Just, a force moves an object, motivation moves a person. When the students pay attention, turn in their works, and study for the test, it says that they are motivated. It is same when they are active and interactive in speaking class. If they do not, do these things, it says that they are not. This notion is not technically true, however. More accurately, they are not motivated to perform the task teacher sets out for them; simply, their goals are not the same as teachers’ goals. Teachers’ job is trying to increase their inclination to perform meaningful learning task.
Students’ motivation is critical for learning. Ugurogulu and Walberg (1979), Wang Heartel, and Walberg (1993) as citied in Eggen (1997) states that there are researchers who have found a strong, positive correlation between motivation and achievement. Learning and motivation are so strongly interrelated that a person can not fully understand learning without considering the impact of motivation on it. According to Nocholls (1984) in Eggen (1997) learning goals lead to a task orientation, in which students focus on understanding and do not worry about failure or comparisons with others.
Within a learning-focused classroom, teachers can do much to motivate students to learn including in speaking class. Motivation can be influenced by many factors. One of factors is teaching method. Good teaching method that are teachers way used in presenting the material which can give students interest, so that it can help the teacher to motivate them and make them to be more active and interactive in teaching learning process. In this researcher, the researcher will focus on the improvement of students’ motivation in learning speaking through community language learning.
2.10 Measurement of Motivation in Learning English
Motivation is a psychological construction. It cannot be observed and measured directly. It must be measured through a certain indicators. In other words, it must be classified, organized, and put into measurable symbols in order to make sense. In this research, therefore, the researcher will measure the motivation toward English by administering Likert measurement technique (Likert scale) range 10 to 30. This technique places psychological aspect that uses into all instruments in this paper such as motivation questionnaires. There is a negative-wording of the questionnaire. It supposed to the students to read the questionnaire carefully. So, the students will not focus on the pattern of choices but they focused on the answer of the questionnaire.
There is one kind of questionnaire that used in this research. A set of questionnaire consisted of 25 items of close-ended questions that is used to measure students’ motivation in learning speaking. It is adopted and modified by Setiyadi’s (1999). This instrument is suitable to measure pscholinguistic aspects such as perception, linguistic attitude, and motivation in learning foreign language.
In this questionnaire, the researcher uses affective continuum ranging in form of like-dislike, agree-disagree, or good-bad matter that refers to the indicator of the the instrinsic and extrinsic motivation determines a part of motivation such as: frequency, students’ reason, strategy and students’ involvement (Sepliana, 2006). Thus, the researcher classifies the subjects’ attitude into some categories such as ’very positive, positive, and negative”. Those categories are arranged to have some degree of score aiming at simplicity of the measurement. Negative has 10 score, positive has 20 scores, and very positive has 30 scores
2.11 Theoritical Assumption
In learning speaking students should communicate each others orally such as in having speech, interacting, or explaining material. In relation with students’ motivation, Community Language Learning method can stimulate the students to express their mind in the class. It happens because Community Language Learning concern with their sight sense and can be seen by them. Students are helped to raise their intrinsic motivation where hopefully they learn English for his enjoyment himself and his knowledge himself.
Community Language learning is very suitable for Speaking class, here Teacher can use pictures as media in using in teaching speaking. So, class can be more active and interactive, and students can increase their skill in speaking English
Based on the frame of theories above, the researcher assumed that community language learning can be used to overcome students’ unwillingness to speak in their class because they are not enjoy in their speaking class. It can be used stimulate them to pay more attention and more active in teaching and learning speaking process. It meant that community language learning can be used to motivate students in learning speaking.
2.13 Hypothesis
Based on the theoritical views and assumption above, the researcher states her hypothesis as follow:
There is significant improvement of students’ motivation in speaking
class after being taught using community language learning.
III. RESEARCH METHODS
3.1 Research Design
The researcher will be intended to investigate the students’ motivation in speaking class and whether the community language learning can be used to motivate them. The researcher will distribute motivation questionnaire to the students, before and after the treatment in order to know whether there is a change of students’ motivation after the treatment. In this research, the writer will use one class, as experimental class.
The scores of questionnaire are based on the Likert scale and range of 10 to 30. The scores that are given for each answer for each item function as the symbol in showing that one of activity was higher or lower than the others. By using scale in the questionnaire, the researcher will collect the ordinal data in form of numbers, so that the data collected are easier to be analyzed by using the statistical formula, therefore this research is included into quantitative research.
In this research, the researcher will use one of the pre experiment design that is The One Group Pre Test –post Test Design. This design will be used because it is most suitable to measure a change of personality aspect, including motivation or attitude, so that through this design, the researcher is enable to see whether there is negative or positive change of all personality aspect after treatment will be given.
The research design is formulated as follow:
T1 X T2
In which T1 = Pre Test
X = Treatment
T2 = Post Test
(Setiyadi, 2006: 131-133)
In this research, the students will be given the pre test before treatment and post test after the treatment. The treatments will be given three times by teaching speaking using community language learning (CLL) method. The researcher will find out and measure the students’ motivation in speaking class by using questionnaire.
B. Subject of the Research
The research will focus on finding out the use of community language learning in motivating the students. The subjects of this research are the second year students of SMP Negeri 22 Bandar Lampung. The researcher chooses the second year students because the researcher will intend to investigate their motivation in speaking class after They study English for one year in Junior High School. There are six classes of the second grade of SMP Negeri 22 Bandar Lampung in academic year of 2011/2012 and The researcher choose one of the classes as the subject by purposively because the class is easy to be managed compared with other classes.
3.3 Research Procedures
The procedures of this research are as follow:
1. Determining the subject
There are six classes of the second grade of SMP N 22 Bandar lampung and
The Researcher chooses one of the classes as the subject by lottery.
2. Determining the questionnaire
There is one kind of questionnaire used in research. A set of the questionnaire
consists of 25 items of close-ended questions that used to measure students’
motivation in speaking class. It is adopted and modified from Setiyadi’s (1999).
3. Distributing the first questionnaire the subject
The questionnaire is distributed to the subject before the treatment.
The subject will be asked to answer the questionnaire based on their
experience in learning speaking English through community language
learning.
4. Conducting the treatment
Conducting the treatment in which the researcher applies community language
Learning (CLL) in teaching speaking.
5. Distributing the second questionnaire to the subject
The questionnaire will be distributed to the subjects after the treatment.
The subjects will be asked to answer the questionnaire based on their
Experience in learning speaking English.
6. Analyzing the data
In analyzing mean score and significance of the score improvement before and
After the treatment, the researcher will use Repeated Measures T-Test will be
computed by using SPSS 12 for windows.
3.4 Schedule of the Research
The research will be conducted in four meetings for two weeks. The schedule is organized as follows:
Table 2. The schedule of research description
| MEETINGS | ACTIVITIES |
| First Meeting | 1. The researcher enters the class chosen, explained to the students what will be done for four meeting. 2. The researcher will distribute the motivation Questionnaires the pretest. |
| Second Meeting | 1. The researcher will conduct the first treatment 2. The researcher will note the students’ impression or Their activities. |
| Third meetings | 1. The researcher will conduct the second treatment 2. The researcher will note the students’ impression or Their activities |
| Last meetings | 1. The researcher will conduct the third treatment 2. The researcher will note the students’ impression or Their activities 3. The researcher will distribute the motivation Questionnaire as post- test. |
3.5 Data Collecting Technique
In collecting the data, the researcher will use motivation questionnaire as the instrument. The questionnaire will be used in this research because this instrument is an effective instrument in measuring personality aspects or psychology aspects like motivation. It can be implied in many kinds of data gained from different variable and it does not need much fund and energy to collect the data from more subjects. Besides that, it is effective to measure aspects or variables related to personality or psychology and sosiology aspects (Setiyadi, 2006: 54). By using questionnaire, the students are able to report their motivation toward the language they learnt. The researcher will distribute the questionnaire to get the data from the subjects. There is no speaking instrument test because the researcher will be designed to see the students’ attitude change in speaking class including their motivation to speak.
3.6. Data Collecting Instrument
Reliability of the instrument
To know the reliability of the questionnaire, the researcher will use Cronbach’s alpha reliability, which will be counted based on the correlation between each of items of motivation scale and range of 0 to 1. It is used to analyze the instrument from ordinal data. According to Setiyadi, (2006: 190-191), the higher alpha is, the more reliable the questionnaire will be. The researcher considers the reliability of the questionnaire with the alpha ³ 0,70.
3.6.2. Validity of the instrument
An instrument can be said valid if the instrument measures the object that should be measured, and suitable with the criteria. To measure whether the instrument has good validity or not, the researcher will use construct validity. Construct validity is the extent to which an instrument becomes representative sample of the subject matter contents. It is used to measure the instrument that has some indicators to measure one aspect or construct. The indicators that have been latticework of the questionnaire are frequency of students’s activities, students’s reason, students’s strategy and students’s involvement (Sepliana, 2006).
Construct validity is often correlated with instrument of measurement that is related with psycholinguistic such as perception, linguistic attitude, and motivation in learning foreign language (Setiyadi, 2006:25-26). Construct validity concerns with whether the instruments is actually in line with the theory of what it means to the language (Shoamy, 1985: 74) that is being measured. It means that the instrument will measure certain aspect based on the indicator. The researcher will use Pearson Product moment Correlation to measure the correlation. It used to measure correlation between two variable of continuous (Setiyadi, 2006:166). It will involve 30 students as object of research.
3.7. Data Treatment
In order to know the students’ motivation in learning speaking, the researcher will calculate the students’ score that will be devised from Haris (1974: 84) cited in Sepliana (2006) as follow:
1. Calculating the students’ answers:
| No | ITEMS | STUDENTS SCORE | ||
| A | B | C | ||
| 1 | 1, 3, 8, 9, 10, 13, 18, 20,22 | 1 | 2 | 3 |
| 2 | 2, 4, 5, 6, 7, 11, 14, 15, 16, 17, 19, 21, 23, 24, 25 | 3 | 2 | 1 |
2. Tabulating the result of the score questionnaire and finding the mean score of
Students’ motivation before and after the treatment.
M = Where : M : Mean
åX : Total scores of the students
N : Numbers of the students
(Setiyadi, 2006: 111)
3. Drawing conclusion from the tabulated results of the questionnaire is given,
whether posttest is higher than pretest or posttest is lower than pretest by
comparing the means score of students’ motivation before and after treatment.
to prove whether the data of result improved significantly or not, the researcher
will use analysis of Repeated T-Test. It used to compare the data of t-test which is called by t-ratio and t-table at the criteria level of significance. The level of
significance used is 0.01 while t-table used is 2. 750 based on total of
students involved in the treatment. If the data of result is more that 2.750,
it can be said that students’ motivation will increase and will improve significantly.
3.8 Hypothesis Testing
To check whether the students’ score of motivation after treatment is statiscally significant to support the writer’s hypothesis or no. the writer will use Repeated Measures T-test in SPSS program
The hypothesis are:
Ho : Community Language Learning can improve students’ motivation in
Speaking class.
Hi : Community Language Learning can’t improve students’ motivation in
Speaking class
The criteria are :
1. If the t- value is higher than 0,05 : Hi is accepted ( CLL can be used to improve
Students’ motivation in speaking class.
2. If the t- value is lower than 0,05 : Ho is accepted ( CLL can’t be used to
Improve students’ motivation in speaking class.
Appendix 2
Nama :
KUESIONER MOTIVASI
Koesioner ini dimaksudkan untuk mengetahui motivasi anda dalam belajar bahasa
Inggris, khususnya speaking. Karenanya anda diminta menjawab atau melengkapi
pernyataan-pernyataan ini dengan jujur. Dalam menjawab pertanyaan-pertanyaan
berikut ini, anda cukup melingkari satu dari pilihan yang sudah tersedia. Jawaban yang anda lingkari adalah jawaban yang paling sesuai dengan diri anda. Perlu anda ketahui bahwa tidak ada jawaban yang salah atau pun jawabann yang benar dalam menjawab kuesioner ini !
1. Saya belajar bahasa inggris karena saya. . .
a. disarankan oleh orang lain
b. ingin mengisi waktu kosong
c. betul-betul ingin belajar bahasa inggris
2. Jika guru bahasa inggris saya menyuruh muridnya untuk berbicara dalam bahasa
inggris, saya. . .
a. pasti akan melaksanakannya
b. akan melaksanakannya jika dia menyuruh saya
c. tidak akan melaksanakannya
3. Jika ada masalah dalam belajar speaking, saya. . .
a. akan membiarkannya saja
b. hanya akan mencari cara mengatasinya sebelum peraktek
c. segera menanyakannya kepada guru
4. Diluar kelas,saya peraktek speaking tentang apa saja untuk meningkatkan
menampilkan speaking saya dalam bahasa inggris. . .
a. sangat sering
b. kadang-kadang
c. tidak pernah
5. Saya belajar speaking english karena saya. . .
a. ingin mengasah keterampilan saya
b. diharuskan oleh guru bahasa inggris
c. ingin mengisi waktu luang
6. Saya akan menonton program televisi dalam bahasa inggris seperti film atau
berita untuk menambah referensi speaking saya. . .
a. sangat sering
b. sering
c. tidak pernah
7. Jika menemukan kata yang asing di dalam kalimat untuk melafazkannya, saya. . .
a. menebak sendiri lafaznya
b. akan mencari cara melafazkkanya di dalam kamus
c. berhenti melafazkan
8. Saya mendengarkan dan melafazkan tulisan-tulisan atau jenis-jenis percakapan
dalam bahasa inggris untuk menambah keterampilan speaking saya. . .
a. tak pernah
b. tidak terlalu sering
c. sering
9. Saya mengevaluasi kata-kata yang baru saja saya ucapkan/lafazkan dalam kalimat
atau percakapan. . .
a. tidak pernah
b. tidak terlalu sering
c. sering
10. Jika ada kesempataan untuk berbicara bahasa inggris di luar kelas, saya. . .
a. tidak akan berbicara dalam bahasa inggris
b. berbicara bahasa inggris bila perlu
c. akan berbicara sejauh saya mampu
11. Saya menggunakan/ memperaktekkaan kosa kata yang baru saja saya pelajari
secara lisan. . .
a. sangat sering
b. sering
c. tidak pernah
12. Jika ada ‘’ English Speaking Club’’ di sekolah atau di tempat kursus bahasa
inggris lain, saya akan. . .
a. tidak akan ikut
b. akan mengikutinya jika gratis
c. pasti mengikutinya
13. Bila ada kesempataan untuk kursus conversation bahasa inggris, saya. . .
a. tidak akan mendaftar
b. mendaftar bisa gratis
c. pasti akan mendaftar
14. Jika saya mengikuti kursus bahasa inggris, dalam kursus ini saya menginginkan
. . .
a. komunikasinya dalam bahasa inggris
b. komunikasinya dalam bahasa inggris dan juga bahasa indonesia
c. komunikasinya dalam bahasa indonesia sebanyak mungkin
15. Setelah kursus conversattion ( percakapan) bahasa inggris, saya mungkin. . .
a. memperaktekkannya sebanyak mungkin apa yang sudah saya pelajari
b. memperaktekkan yang saya yakin bisa saja
c. akan melupakan apa saja yang sudah saya pelajari
16. Jika saya punya alat komunikasi untuk peraktek spaking, saya. . .
a. menggunakannya sesering mungkin supaya keterampilan bertambah
b. menggunakannya jika ada waktu
c. menyimpaannya saja tanpa di gunakan
17. Saya memotivasi diri untuk belajar agar keterampilan speaking saya semakin
bertambah . . .
a. selalu
b. kadang-kadang
c. tidak pernah
18. Jika ada diskusi bahasa inggris,saya. . .
a. tidak pernah berbicara
b. sering berbicara
c. sangat sering berbicara
19. Saya menikmati kelas speaking di setiap sesi pelajaraan. . .
a. selalu
b. kadang-kadang
c. tidak pernah
20. Saya senang berdiskusi dalam bahasa iggris di dalam kelas speaking. . .
a. kurang senang
b. senang
c. sangat senang
21. Saya akan berbicara dalam bahasa inggris di depan kelas. . .
a. sangat senang
b. senang
c. kurang senang
22. Jika guru bertanya kepada saya dalam bahasa inggris, maka saya akan
menjawabnya dalam bahasa inggris juga. . .
a. tidak pernah
b. jarang
c. sering
23. Saya senang mengajak teman-teman untuk peraktek speaking. . .
a. sering
b. jarang
c. tidak pernah
24. Saya praktek speaking karena. . .
a. biar keterampilan speaking meningkat
b. diajak teman
c. disuruh guru
25. Jika saya menonton film asing berbahasa inggris maka saya. . .
a. menyimak dan menirukannya bahasa yang di pakai dalam film tersebut
b. menyimak artinya saja, tak peduli bagaimana mengucapkan bahasanya
c. acuh tak acuh yang penting tau ceritanya saja
Terimakasih atas kerelaan untuk memberikan waktu dan perhatian anda. Semoga
berhasil dalam belajar Speaking English!
REFERENCES
Byrne, Donn. 1976. Teaching Oral English. The British Council Singapore: Longman.
Curran, Charles A. 1976. Counseling Learning in Second Languages. Lilinois: Apple River Press.
Curran, Charles A. 1977. Counseling- Learning a whole person model for education. Lilinios: Apple River Press.
Curran, Charles A. 1977. Counseling Language Learning. In Robert W Blair (ed)
Innnovatife Approach to Language Teaching. Rowley, Massachusetts: New Bury House Publishers, Ine.
Moeloeng, Lexy J. 2004. Methodologi Penelitian Kualitatif. PT Remaja Rosdakarya: Bandung.
Murcia, Marrian, Celce. 1987. Teaching English as a Foreign Language. Newsbury House Publisher, Inc. Massachussetts.
Oxford, Rebecca and Jill Shearin. 1994. Language Learning Motivation: Expanding the Theoritical Framework. The Modern Language Journal 78.
Setiyadi, Ag Bambang. 2006. Metode Penelitian untuk Pengajaran Bahasa Asing. Graha Ilmu: Yogyakarta.
Belmechria, Faiza and Kristen Hummel. 1998. Orientation and Motivation in the Acquisition of English as a Second Language Among High School Students Quebec City. Language Learning volume 41 nu.4
Tidak ada komentar:
Posting Komentar