increasing students motivation in learning english...
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INCREASING STUDENTS’ MOTIVATION IN LEARNING ENGLISH
READING THROUGH PARTICIPATORY APPROACH TO THE
SECOND YEAR STUDENTS OF MTS DDI KANANG
KAB. POLMAN
A Thesis
Submitted in Partial Fulfillment of the Requirements of the Degree of Sarjana
Pendidikan in English Department of Tarbiyah and Teaching Science
Faculty of Alauddin State Islamic University Makassar
By:
Nama: Bahariah
Reg. Number: 20401106086
ENGLISH EDUCATION DEPARTMENT
TARBIYAH AND TEACHING SCIENCE FACULTY
ALAUDDIN STATE ISLAMIC UNIVERSITY
MAKASSAR
2010
PERNYATAAN KEASLIAN SKRIPSI
Dengan penuh kesadaran, penyusun yang bertanda tangan di bawah
ini, menyatakan bahwa skripsi ini benar adalah hasil karya penyusun sendiri.
Jika ditemukan di kemudian hari terbukti bahwa ini merupakan duplikat,
tiruan, plagiat, dan atau dibuat oleh orang lain secara keseluruhan atau
sebagian, maka skripsi ini dan gelar yang diperoleh karenanya batal demi
hukum.
Makassar, 20 September 2010
Penyusun
Bahariah
PENGESAHAN SKRIPSI
Skripsi yang berjudul “Increasing Students’ Motivation in Learning English
Reading through Participatory Approach to the Second Year Students of MTs.
DDI Kanang Kab. Polman” yang disusun oleh saudari Bahariah, NIM:
20401106086, Mahasiswi Jurusan Pendidikan Bahasa Inggris pada Fakultas Tarbiyah
dan Keguruan UIN Alauddin Makassar, telah diuji dan dipertahankan dalam sidang
Munaqasyah yang diselenggarakan pada hari Sabtu tanggal 18 Desember 2010 yang
bertepatan dengan tanggal 12 Muharram 1432 H dan dinyatakan telah dapat diterima
sebagai salah satu syarat untuk memperoleh gelar Sarjana Pendidikan (S. Pd.) pada
Fakultas Tarbiyah dan Keguruan Jurusan Pendidikan Bahasa Inggris dengan beberapa
perbaikan.
Makassar, 12 Muharram 1432 H
18 Desember 2010 M
DEWAN PENGUJI
Berdasarkan SK Dekan Fakultas Tarbiyah Dan Keguruan No. 396 Tahun 2010
Ketua : Drs. H. Muh. Yahya, M.Ag. ( )
Sekretaris : Dra. Hamsiah Djafar, M. Hum ( )
Munaqisy I : Dra. Hj. Djuwairiah Ahmad, M.Pd, M. TESOL ( )
Munaqisy II : Dra. Kamsinah, M. Pd.I ( )
Pembimbing I : Drs. Muhammad Yaumi, M. Hum. M.A. ( )
Pembimbing II: Dra. St. Azisah, M. Ed.St. ( )
Diketahui Oleh:
Dekan Fakultas Tarbiyah dan Keguruan
UIN Alauddin Makassar
Prof. Dr. H. Moh. Natsir Mahmud, MA.
NIP. 19540816 198303 1 004
APPENDIX A
PRE-TEST
Read the text and answer the question
SARS the New Ghost
SARS stand for serve acute respiratory syndome. It is an illness that attact the
human respiratory system. This disease is very contagious. It doesn’t take a long
time for disease to become epidemicespecially in Asia, North America, and Europa.
Many people catch the disease and many of them die of it.
In sme countries such as Hongkong, China, Taiwan. It is not unusual to catch
SARS. This disease spreads through the air or even through bodily contact.
Scientist have research on this illness. They found out this illness is caused by
a virus named corona.
Question:
1. What does SARS stand for?
2. What system is attacked by SARS?
3. Where does the epidemic mostly happen?
4. Why do people in Hongkong wear masks?
5. How does the disease spread?
6. Who has conducted research on SARS?
7. What is corona?
8. What is the main idea of the text?
9. Why doesn’t disease take a long time?
10. What does the word “it” refer to paragraph 2?
APPENDIX B
TREATMENT
First Meeting
Read the text
The King
Once upon a time there lived a king in island. He had four children, two boys
and two girls, whom he loved dearly. However, their stepmother was joules, she
moves a spell that turned the children into swans.
The king was heart broken. His beard and hair turned white grief as he
seached for his children. This seemed impossible, but after many years all the birds
flew into the air and ferformed are between the mountain. The swans were
transformed the king saw his children once more.
Second Meeting
Read the text
Leopard
Leopards live in many parts of the world, from Siberia to Africa. They have
very beautiful yellow skin with large black sports. They live for about is years and
eat small animals such as young zebras, monkeys, and deer. They sleep for about 12
hours a day. Leopards are very solitary animals. They spend most of their time alone
in trees. They want until a small animals passes. They jump on animal and then pull
it up into tree.
We cannot find many leopards now because people kill them. People kill
them because their fur is beautiful and very expensive.
Appendix B
POST – TEST
Rad the text below and answer the following question
SPORTS
Sport are good for our health. They can make our body health. They are
interest in sport for pleasure. For this reason, everyone should do sports to make life
health and happy.
Nowadays, many people like not only doing it, but also watching on TV or
life. They are eve willing to spend their money to see a football match, boxing,
running,, etc. we can choose to what we like. Most people like running because it is
cheap and simple. It is to do and we can to do it almost everywere.
Football and badminton are the most popular games in our country. Almost
everyone like playing football or watching a fooball match. Our people alsso like
either watching or playing badminton. Out nation, Indonesia, is good of playing
badminton, we have many potential players in this game. Therefore, Indonesia
becomes well known in the world because of badminton.
Qouestion:
1. What is the text about?
2. What is the most popular sports in Indonesia?
3. Why many people doesn’t like sports?
4. How many kinds sports in Indonesia?
5. What is we get sports?
6. Why does people like running?
7. Can sports to make life health and happy?
8. Is Indonesia well-known because of badminton?
9. Which paragraph tell about sports can make our body health?
10. What is the main idea of the paragraph 3?
ACKNOWLEDGEMENT
Alhamdulillah, a deepest gratitude should go to Allah SWT. This thesis
writing would have never been completed without His Blessing and His Mercy. The
writer should thank for the most valuable physical and spiritual health Allah has lent
her during the process of this research. This thesis has been finished, under the
assistance, direction and guidance of some people.
Therefore, the writer would like to express her greatest gratitude and
appreciation, especially to:
1. The writer’s father, Lepu and her mother Bahra who always pray,
encourage, educate and provide countless material supports so that she
could finish this thesis and her study at UIN Alauddin Makassar.
2. Prof. Dr. Azhar Arsyad., M.A. the Rector of State Islamic University
Alauddin Makassar.
3. Prof. Dr. H. Moh. Natsir Mahmud., M.A. The Dean and all of the staff
members of Tarbiyah and Teaching Sciences Faculty of Alauddin State
Islamic University of Makassar.
4. The writer’s consultants, Drs. Muhammad. Yaumi, M. Hum., M.A and
Dra. St. Azisah, M.Ed. St. who have helped, guided, and supported the
writer during the writing of her thesis.
5. Dra. Djuwairiah Ahmad, M.Pd., M.TESOL and Dra. Kamsinah.
M.Pd.I, the Head and the Secretary of English Department and all the
lectures especially at Tarbiyah and Teaching Sciences Faculty of UIN
Alauddin Makassar, who had taught the for many years until finishing
writing thesis.
6. All of the lecturers of Tarbiyah and Teaching Sciences Faculty of Alauddin
State Islamic University of Makassar for their guidance during her study.
7. Drs. Manju, M.Pd.I and Astuti, S.Hum, the head Master and teachers of
English, all the teacher and staf of MTs. DDI Kanang Kab. Polman for the
assistant and guidance to the writer during the implementation of the
research, especially for the second year students.
8. The writers brother Arifuddin, S.Pd.I and Aminuddin, My Younger Brothers
Syahruddin and Tahyuddin, who always motivate, support and give the
writer financial, and prayer for my success and entire written family for
their endless love, etc.
9. All of the writer’s friends in PBI, who accompanied the writer to study,
helped her to solve her problems and gave affection during her study.
As human being, the writer does realize indeed that what she presents in
this thesis is still so far from being perfect. Therefore, criticism and suggestion
will surely be appreciated. Fially, the writer prays may Allah SWT bless them
all. Amen
The researcher,
BAHARIAH
LIST OF CONTENTS
TITLE OF PAGE ...................................................................................... i
PERNYATAAN KEASLIAN SKRIPSI .................................................. ii
PERSETUJUAN PEMBIMBING ........................................................... iii
ACKNOWLEDGMENT .......................................................................... iv
LIST OF CONTENTS .............................................................................. vi
LIST OF TABLES .................................................................................... vii
ABSTRACT ............................................................................................... viii
CHAPTER I INTRODUCTION .............................................................. 1
A. Background ................................................................... 1
B. Problem Statement ........................................................ 4
C. Objective of the Research ............................................. 4
D. Significant of the Research ........................................... 4
E. Scope of the Research ................................................... 5
CHAPTER II REVIEW OF RELATED LITERATURE ..................... 6
A. Previous Related Research Findings ............................. 6
B. Pertinent of Ideas........................................................... 7
1. Students Motivation .............................. 7
2. The Definition of Reading .................... 11
C. Definition of the Participatory Approach ...................... 16
D. Common Principles in Participatory Monitoring .......... 18
E. Principles of the Participatory Approach ...................... 20
HAPTER III METHOD OF THE RESEACH………………………… 21
A. Research Design ............................................................ 21
B. The Cycle of the Research ............................................ 22
C. Procedure of Collecting Data ........................................ 23
D. Research Position .......................................................... 24
E. Data Resource ............................................................... 24
F. Technique of Data Analysis ......................................... 25
G. Achievement Indicators Assessment............................. 26
CHAPTER IV FINDING AND DISCUSSION ...................................... 28
A. Finding ......................................................................... 28
1. The First Cycle ........................................................ 32
2. The Second Cycle ................................................... 31
3. The Third Cycle ...................................................... 36
B. Discussion ..................................................................... 39
CHAPTER V CONCLUSION AND SUGGESTION ................................ 41
A. Conclusion .................................................................... 41
B. Suggestion .................................................................... 41
BIBLIOGRAPHY
APPENDIX
vi
LIST OF TABLES
1. Table: 1. The form of the Evaluation of Reading Pronunciation
Test ................................................................................. 25
2. Table: 2. Pronunciation Assessment .............................................. 26
3. Table: 3. Result of Reading Pronunciation Assessment of the
First Cycle ....................................................................... 31
4. Table :4. Result of Pronunciation Assessment in Reading of the
second cycle. ................................................................... 35
5. Table: 5. Result of Pronunciation Assessment in Reading of the
Third Cycle. .................................................................... 39
vii
ABSTRACT
Name : Bahariah
Reg. Number : 20401106086
The Title : “Increasing Students’ Motivation in Learning English
Reading through Participatory Approach to the Second
Year students of MTs. DDI Kanang Kab. Polman ”
This thesis presents about increasing students’ motivation in learning English
reading to the second year students of MTs. DDI Kanang Kab. Polman through the
Participatory Approach. The problem statement of the research is: How can
participatory approach increase students’ motivation in learning reading to the second
year students of MTs. DDI Kanang Kab. Polman?
The procedure of the research were planning, acting, observing, and reflecting.
In acting, the researcher did three cycles with three meetings. The researcher used test
and observation in collecting data. The test was used to know the students’ English
learning and also a test was used as a reference to make a better planning in the next
cycle by the researcher. Observation was used to know whether using participatory
approach can increase the students’ motivation and participate in learning English
reading or not and also to identify the students’ problem pronunciation in order it can
be overcome in the next cycle.
The result of this research showed that the second years students of MTs. DDI
Kanang using participatory approach in learning reading has a “poor” achievement on
the first cycle, but then increased to “fair” achievement on the second cycle and finally
the increased to “good” achievement on the third cycle.
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CHAPTER I
INTRODUCTION
A. Background
One of the most important activities in teaching and learning process is
stimulating the students to have good motivation. The teacher must have a good
personality to motive the students to study in order, they will enjoy and attention to
the subject.
Motivation is commonly thought as an inner, impulse, and emotion, or desire
that moves from one to a particular action. A person learns not only by association
but also by what he or she gets out of the situation. McClellad in Ilham (2006) said
that many people are driven by a desire to achieve, to be recognized or successful.
Therefore, through motivation the students will be interested in doing activities as
well as studying English.
In education, a teacher is one who helps students, one who acknowledge,
guide, and has multi roles in making students learning. The teacher multi role is not
limited as ―instructor‖ who is doing to transfer of knowledge, but also as a counselor
who is making potency, and developing alternative. It means that the teachers have
complex duty and responsibility to the target of education, where a teacher is not only
claimed to teach and master knowledge and have a technical skill and knowledge to
teach, but also should have a nice personality that will make the learning process
interesting and enjoyable.
2
By reading we can get any knowledge and bring the positive impact for
creativity as one way to get more vocabulary and increasing our imagination
especially English language. Most of learners do ignore reading books because they
do not understand well why they should read that them reading the materials. The
important thing that should be known by learners in reading is the reading complex
skill, because in reading, the reader not only understand what the author said on the
book but also understand more what is the information or message from the book, try
to recognize assimilate, comprehend, retain recall and communicate the printed
material. Reading common problems are subvocalisation, regression and back-
skipping how to pronounce, to understand the meaning of word, to find out a good
idea from the text book. These are all common difficult problems faced by learners in
learning reading. The difficulty or problems above make learner feel bored in
learning English language.
A good English teacher should build students confidence by positive
encouragement and avoid criticism and blame. When students like a teacher, they will
learn better and more readily. When a student has decided to learn in a non-formal
English school, the next thing that he or she has to maintain is motivation. This
motivation seems to be the biggest single factor that is affecting his or her success.
It looks from teachers come late to class, using learning methods that are less
touched the psychological aspects of students, presenting material that is not
systematic, hostile, irritable, does not involve and provide opportunities for students
to express ideas make students to be not interested in study subjects provided by
3
teachers. In other words, the students are less motivated. Forms of behavior
characterize of students who have low motivation as follows: (1) lethargy and
helplessness, (2) avoidance or escape, (3) conflict, and (4) compensation (Syaodih,
1980:59)
Students in learning process must have motivation because the students who
do not have motivation in learning are not possibly be able to learn. It is useless if
students go to school without motivation in learning; because they only go to school
to play not to study. The fact that students who have less motivation in learning
shows the following behavior. (1) students leave the school earlier without notice,
came late to school, naughty do not do the homework, often skip the class, (2)
students behave rudely such as arguing teacher and careless, (3) students are slow in
preferring task in learning activities, (4) students show improver emotional symptoms
such as depressed, and cheerfully in a certain situation (Natawidjaja,1988).
That condition become reason able to make better learning process in the
classroom, it will become motivation it self when we make interesting method in the
class. Understanding and difficulties of students in the classroom become homework
for teachers to rise up the motivation in studying English.
Participatory is an explanation and evaluation the behaviorist approach to
psycho. In this essay I shall explain what the behaviorist approach is. In order to do
this I shall be examining the historical perspective of behaviourism. I shall need to
evaluate the behaviourist approach and it's effectiveness in the treatment of the whole
person and shall briefly compare it to some of the other approaches to treatment.
4
One thing for teacher to keep in mind is that learning strategies may not
always parallel teachers’ teaching strategies, and sometimes they may even be at odds
with each other. Some learners’ verbal interaction in classroom may be related to
their own opinions about how they learn best (Schumann, 1977:144).
Based on the background above, it is useful to take a research about the
students motivation in learning reading through participatory approach, under the title
―Increase Students Motivation in Learning reading Through Participatory Approach
to the Second Years Students of MTs. DDI Kananng Kab. Polman‖
A. Problem Statement
Based on the background above, the researcher formulates the following
question:
―How can the participatory approach increase students’ motivation in learning
reading to the second years students of MTs. DDI Kanang Kab. Polman?
B. Objective of the Research
Relating to the problem statements before, the objectives of the research. To
find out the increase students motivation in learning English reading through
Participatory approach to second years students of MTs. DDI Kanang Kab. Polman.
C. Significance of the Research
The significance it of the research is as follows; 1) The information this result
of the research will be useful for the teaching and learning process so that the students
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more motivate to study. The outcome of this research will expect to be meaningful
contribution and references for teaching and learning process of the students,
especially to the students of MTs DDI Kanang Kab. Polman with use participatory
approach in learning reading. It is also expected to be when they teach English
language.
The lecture and the researcher expect that all of the students motivation in
learning reading. Through this research, the researcher really hopes it can help the
lecturers motivate their students in learning reading through participatory approach. It
also expected to give good contributions for all lectures in teaching their lectures. The
lectures can be easily to control and manage their students so that the goals can be
achieved easily. The lecturers also can be easy to make their students understand the
materials. The researcher hopes that he can help the institution to solve some
problems in the institution. The institution also will be easy to do their administration.
D. Scope of the Research
The scope of the research is focused on the students’ motivation in learning
reading through participatory approach at the second years students of MTS DDI
Kanang Kab. Polman.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous Related Research Findings
There are some researcher who have conducted research on students’
motivation building. Endang Setyowatty (2010:15), in research about developing
PowerPoint medium to improve the students’ motivation and the learning civic
education of the students of XI grade of SMKN 3 Palembang. This study is aimed to
produc a valid and practica PowerPoint medium for learning civic education. The
result of the research shows that the third prototype of PowerPoint medium is the
valid can be used effectives for teaching and learning process. It is indicated student
level motivation and learning Chievement as follows: 63.33% students showed very
high motivation, 96.67% stdents showed good response, and positve attitude, 53.33%
students showed very good learning achievement. Thus, it can be concluded that
PowerPoint medium which the researcher developed using Macromedia Flash
software is potentially effective to use in teaching and learning civic science.
In addition, Rosnawati Umar (2010:23) wanted to use graphic media to
improve the students’ motivation and the learning mathematics in SDN. 128
Palembang. The aim of this study is to find and the use of graphic media increase
students’ motivation and the learning mathematics. The result of this reseach
indicated that the use of graphic media (images) is significant influenced to students
motivation and students learning. Beside that, there is also strong relationship
between motivation and students achievement in mathematics subjects.
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All the finding that, Endang Setyowatty wanted to develop PowerPoint
medium to improve the students’ motivation and the learning civic education of XI
grade of SMKN 3 Palembang and Rusnawaty Umar wanted to use graphic media to
improve the students’ motivation and the leaarning mathematics in SDN 128
Palembang. The writer itself wanted to improve the students’ English Reding
Motivation by using Participatory Approach.
B. Pertinent Ideas
1. Students Motivation
Motivation cannot be distinguished with the motive. In morphology, the
Great Dictionary of Indonesian gives understanding motives and motivation as
follows: motive is a noun that means driving, while motivation is a verb that means
to encourage. For more details will be presented understanding the motives and
motivations expressed by the experts:
Prayitno (1989:8) states that the motivation to learn not only is an energy
that moves students to learn, but also as an activity that directs students to the
learning objectives. Furthermore, Marx & Tombuch (Prayitno, 1989:8) argued,
"motivation as fuel in gasoline engine operation". It does not matter how well
meaning that includes the child's potential intellectual and material capacity to teach
and complete a learning tool, but if students are not motivated in learning, then
learning will not operate optimally.
8
At the student have the mental strength to drive learning. The power drive
comes from various sources. In the first incident, low motivation of students to be
better after the students get the correct information. In the second, learning
motivation can be low and can be repaired again. In both cases the role of teachers to
enhance students' learning motivation was significant.
Motivation is seen as a mental which moves and directs human behavior,
including learning behavior. In motivation inherent the desire to activate, mobilize,
channel, and direct the individual attitudes and behavior study (Koeswara, 1989;
Siagian, 1989; Schein, 1991; Biggs & Telfer, 1987).
Based on the statement above, it can be said that the motivation to learn is to
urge or force in the student learning activities that lead to achieving the desired goals
of students.
a. Role of Motivation
Motivation is considered a role in learning because the motivation contains
values as follows: 1) Motivation determines success or failure of the level of
student activities. Learning without motivation is difficult to achieve optimal
success, 2) learning is intrinsically motivated learning according to needs, drives,
motives, and interest on the student, 3) learning is motivated by the creativity of
teachers to work seriously find ways that are relevant and matched to generate and
maintain student motivation, 4) success or failure in generating motivation in
learning related to classroom discipline construction effort. Classroom discipline
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problems can arise due to failure in the movement of students' learning motivation,
5) motivation to be one factor that helped determine the effective learning.
( Hamalik, 1995:109).
Students are motivated in their learning, can be seen from the behavior that
concerns interests, sharpness, attention, concentration, and persistence. Students
who have low motivation in learning showed reluctance, quickly bored and trying
to escape from learning activities.
b. The Importance of Motivation
A teacher as motivator and facilitator in school should be able to create the
best teaching learning condition at all times. A good teaching learning condition
will produce success in goal at the planned objectives.
Motivation has a significant role in teaching learning process. The students
who have a high motivation in studying will get a better opportunity to success in
teaching and learning activities than those who have less of motivation.
Motivation is a rather abstract concept that is not defined. It is internal to
the person and it cannot be observed. Motivation is some kind of internal drive
that encourage somebody to pursue a course of action. Motivation determines how
much a person will learn and when he will learn it and on what he believes to his
advantage. It depends on the needs, interests and sense of values of an individual.
It is the justification in language teaching method and techniques of the efforts
expended to make the learner wants to learn the second language ( Makey 1965 :
121).
10
From the definition above, concludes that motivation is a complex problem
because it is an abstract concept and it will cause a change in human body. In
teaching learning process giving a motivation to the students is mean to support
then to learn. It can change or influence their learning activities, it is caused by a
need, interest and purpose.
Motivation appears I live with the appearance of needs, when there is a need
there will be action the need. In another words, motivation and interest appear
after someone knows about his needs.
c. Efforts to Increase Student Motivation
Given the important role that student motivation for learning, the teacher is
expected to generate and improve students' learning motivation. So that students
can achieve optimum learning outcomes, then students must have a high learning
motivation in learning. In a few school students who have low learning motivation
in learning. To help students who have low learning motivation to do an effort of
the teachers so that the student can improve learning motivation.
Yusuf (1992:25) suggests that to increase the motivation of students,
teachers have a role as follows: 1) create a learning environment that stimulates
children to learn, 2) provide reinforcement for behavior that shows a motive, 3)
creating a classroom environment that can develop a curiosity and favorite
students learn.
With that kind of treatment from the teachers expected the students able to
raise the motivation of learning and of course the most important expectation is
11
that students get to learn the optimal results according to his ability. Of course, to
achieve the learning achievements will not separated from the efforts made by
teachers in providing motivation for students to increase learning motivation.
2. The Definitions of Reading
a. Reading
Reading is not something that happens automatically when you arrive at a
certain chronological age. This approach the teacher takes advantage of the
children’s interests and background to produce reading material with which to
teach.
Rosnawati says that: reading high complex, purposeful, thinking process
engaged the by entire organism while acquiring knowledge, evolving new ideas,
solving problem, relaxing or recuperating through the interpretation of printed
symbols.
The definition above tells that, in reading the success of reader depends not
only his skill of comprehending but also an experience and his prior knowledge
related to what reads. Further reading is communication process. It involves
reconstructing an author message by using one’s prior knowledge specially the
knowledge of language.
Based on the definition above, we may say that reading is especially kind
of thinking and communication process in which a reader is able to recognize
words and sentences meaning. Understand meaning of text, finally, to be able to
12
again now ideas and concepts, to make value of judgment by using his prior
knowledge-knowledge of language and reading experience.
b. Kind of reading
There are three kinds of reading they are: reading aloud, silent reading, and
speed reading.
1) Reading aloud
Reading aloud is very important device that cannot be overlooked in
achieving the goal because it is a great aid in developing our habits to
practice. In reading aloud, the students will get experience in producing the
sound which should be practiced as many times as possible.
2) Silent reading
Silent reading tends to reinforce the readers to find out the meaning of the
words. This kind of reading leads the reader to better. Silent reading is a skill
to citizen what this written to discuss something written means to draw
inferences and conclusion as well to express a new idea on the basic of what is
read.
3) Speed reading
This kind of reading is used to improve speed in learning. The rate of reading
sped, however depends on the kind or reading material. The rate of the speed
reading a story or narration will be different form the reading scientific
material.
13
c. Techniques of Improving Reading Skills
To achieve to purpose of reading, one should read effectively, Greenal in
Buharis (2007) state that effective reading means being able to read accurately and
efficiently, and to understand as much of the passage as you need in order to
achieve your purpose.
To purpose of reading, we can apply some reading techniques:
1) Survey reading
Brown in Buharis (2007) says surveying is a specialized technique forgetting
an mountain top an article chapter or entire book. Brown surveying, a reader
will be familiar with the chapters’ content and it helps her to give a general
point of view.
2) Skimming
Skimming is a kind of reading that make our eyes more quickly in order o get
the main idea from the reading material.
3) Scanning
Scanning is read the test quickly to answer a specific information without
reading all the materials around it.
4) Pre-Reading is technique that reader used before he began to read the
material. Bridge, C (1979): 9) states that pre reading involves only what is
about or how it is organizes further explanation, the portion to look at in
reading text books chapter one:
a) Read the title
14
b) Read the introduction and opening paragraph
c) Read the first under each heading
d) Read each boldface heading
e) Notice any typographic aids
f) Notice any graphs or pictures
g) Read the last paragraph or summery
d. Improving your reading methods
To improving reading methods there some kinds of reading should be done
by students,
1) Skimming is the kind of reading in which the reader glances quickly though
material. It suited to these purpose.
2) Ascertain whether certain topic, dates, or names are mention
3) Getting a bird’s- eye view to see the whether the material sounds interesting
enough for a more careful reading
4) Keeping up with current news in the daily paper.
a) Careful reading is reading for details. It is the kind of reading needed
whenever one must remember what is being read one must find and
understand the idea presented.
b) Critical reading is the kind in which the reader stops to examine the ideas
the writer, weighs those ideas, end then forms a opinion them.
15
e. Improving reading ability by paraphrasing
One of the best ways to the determine how will you understand what a
writer says is by paraphrasing.
1) The purpose of paraphrase is to express clearly, in definite, easy to understand
language, exactly what an author is saying.
2) A paraphrase is not a shortened form: it parallels the selection that it
interprets.
3) A good paraphrase must fit these requirements
It must be define
It must be warder
It must not repeat the author’s wording, except in minor, unavoidable
ways
It must contain all the main ideas of the original
It must not add new ideas
f. The Common Reading problems
1) Sub vocalization
A common major reading problem is ―sub vocalization‖ the tendency to
―mouth‖ the words you are reading. It is product of the way in which
children are taught to read, usually by the phonetic method or the look say
the method.
16
2) Regression and Back-skipping
Regression and Back-skipping are similar distinct. Regression is a
conscious returning to words, phrase or paragraphs you fell you have
missed or misunderstood. Many reader fell they must return to them in
order to understand the material. Back-skipping is a kind of visual tic, an
unconscious skipping back to words or phrase that have just been read.
You are almost never aware that you are back-skipping.
C. Definition of the Participatory Approach
1. Participatory
Is Participatory research makes a participatory approach to learning as a
central part of a research process. Research is not done just to generate facts, but to
develop understanding of oneself and one's context. It is about understanding how
to learn, which allows people to become self-sufficient learners and evaluate
knowledge that others generate. Good participatory research helps develop
relationships of solidarity by bringing people together to collectively research,
study, learn, and then act. Rather, participatory methodology is best described as a
set of principles and a process of engagement in the inquiry.
The researcher's sharing of his or her perceptions, questions in response to
the dialogue, and different theories and data invite the participants to critically
reflect upon their own experiences and personal theories from a broader context.
The role of the researcher in this process is a facilitator of the learning process.
17
The researcher is not an expert who is assumed to have all the knowledge and
gives it to the people who are assumed not to have any knowledge. Rather, it is a
facilitator who sets up situations that allow people to discover for themselves what
they already know along with gaining for themselves new knowledge. In this
process, the researcher not only learns from the participants, but also engages in
dialogue by posing questions.
2. Approach
a. Theory of language is that knowledge of structures must be linked to
situations in which they could be used gave situational language teaching
one of its distinctive features (Frisby, 1957: 16).
b. Theory of learning is a type of behaviorist habit learning theory it
addresses primarily the process rather than the conditions of learning
( Jack C. Richards: 35)
Participatory research stresses the importance of creating a participatory and
democratic learning environment that provides people (especially the
underprivileged) the opportunity to overcome what Freire has called the "habit of
submission"—the frame of mind that curtails people from fully and critically
engaging with their world and participating in civic life (Freire, 1978). It is only
through participation in learning environments in which open.
A native language literacy program, Freire engaged learners in dialogues
about problems in their lives. The dialogues not only become the basis for literacy
18
development, but also for reflection and action to improve students’ lives (Freire,
1960: 150)
One thing for teacher to keep in mind is that learning strategies may not
always parallel teachers’ teaching strategies, and sometimes they may even be at
odds with each other. Some learners’ verbal interaction in classroom may be related
to their own opinions about how they learn best (Schumann, 1977:144)
D. Common Principles in Participatory Monitoring
1. Participation – opening up the design of the process to include those most
directly affected and giving the intended beneficiaries the change to speak
out about local impacts,
2. Negotiation between the different stakeholders t reach agreement about what
will be monitored and evaluated, how findings will be collected and
analysed, what the data actually means, and how findings will be shared.
And action taken.
3. Learning- a focus on cumulative learning by all the participants as the basis
for subsequent improvement and sustained.
4. Flexibility in adapting the evaluation to the wider external environment and
to the set of local conditions and actors, as these factors change over time.
A wide range of participatory approach methods is in use, many drawn from
third world development contexts and adapted to new needs and settings. These have
been categorized by Pretty and Vodouhe into four main classes: 1) group and team
19
dynamics; 2) sampling; 3) interviewing and dialogue; and 4) visualization and
diagramming. Other methods include storytelling, popular, songs and photo voice.
There methods which are typically rapid appraisal and assessment
(observation, semi-structured interviews, transects), and others which are typically
participatory learning and action methods (participatory mapping, diagramming,
making comparisons etc.). But each can be used in a data collecting or empowering
mode.
Methods to do with group and team dynamics are aimed at building effective
interdisciplinary and intersect oral teams who are able to work closely with local
people, approach a situation from multiple perspectives and negotiate with relevant
stakeholders.
The fourth category of diagramming and visual construction involves group
animation and exercise to facilitate information sharing and collective appraisal.
These more creative methods seek to draw on local knowledge and perspective using
categories, criteria and symbols that are relevant and potent for local people. Many of
the methods are particularly useful for working with people who do not read or write
confidently. Participatory mapping and modeling, activity profiles, time lines and
local histories scoring and pairing ranking, are some of the techniques used in
community settings.
20
E. Principles of the participatory approach
1. What happens in the classroom should be connected with what happens
outside that has relevance to the students. The teacher listens for themes in
what students say that will provide the content for future lessons.
2. The curriculum is not a predetermined product, but the result of an going
context specific problem-posing process.
3. Education is most effective when it is experience-centered, when it
relates to students’ real needs. Students are motivated by their personal
involvement. Teachers are co-learners, asking questions of the students,
who are the experts on their own lives.
4. When knowledge is jointly constructed, it becomes a tool to help students
find voice and by finding their voices, students can act in the world.
Students learn to see themselves as social and political beings.
5. Focus on linguistic form occurs within a focus on content. Language
skills are taught in service of action for change, rather than in isolation.
6. Students can create their own materials, which, in turn, can become text
for other students.
7. A goal of the participatory approach is for students to be evaluating their
own learning and to increasingly direct it themselves.
21
CHAPTER III
METHOD OF THE RESEARCH
A. Research Design
In this research, the research used Classroom Action Research (CAR).
Classroom Action Research emphasized at social practice, aim toward enhancement,
learning English process, joined by systematic invention. Kember in Mustary (2010:
24) said that the characteristic of Classroom Action Research were; (a) focus to social
practice, (b) aim to improve the condition, (c) joined systematic invention, (d) be
process reflective, (e) has participation, and (f) topic and its problem decided by
practitioner.
Kemmis and Taggart in Wiriaatmadja (2006:66) described the procedure of
Classroom Action Research into four steps; they are; (1) planning, (2) acting, (3)
observing, and (4) reflecting. The relations among them was called a participation
students when learning English in classroom.
In this plan stage, research made a good planning before doing research in the
field, the planning is studying English. After the research got data about their learning
English reading and their participation, the research gave them treatment to increase
their ability and overcome and their learning English and their participation. There
many things that the researcher had to prepare to conduct this research. They were
lesson plan, reading text for their participation in learning English reading. To run the
action research class, the researcher provided some instruments and evaluation.
21
22
Action was done by basing on the planning and preparation that was arranged
or formulated before. In evaluation and reflection, the researcher focused on the
indicators that had achieved and had not achieved. After analyzing the indicator, the
researcher focused on the indicator that had not achieved yet. The researcher looked
for the problem solving to achieve the indicators. In evaluation and reflection also the
researcher though the planning.
B. The Cycle of Research
This research consisted and focused of participation students in learning
English reading pronunciation when every meetings. In this research consists of four
steps, they are, planning, action, evaluation and reflection.
1. Planning
In this researcher prepares what had to do in action step. She prepared all
of the instruments to get valid data. The researcher had made lesson plans to
support the students’ increase based on the indicators that had made. She
made it based on syllabus. What the students had to do in the class also had
been explained in lesson plans. The material given had been arranged in
lesson plan.
2. Action
The researcher had divided the material that had to give to the students
in every meeting. The material had been given based on the situation. Before
23
beginning the learning process, the researcher explained all the activities that
the students had to do.
3. Observation
In this step, the researcher observed what happened in the classroom,
what the students did in the classroom. The researcher had observe also the
weaknesses of the learning process. Furthermore the researcher interviewed
some of students. She did it for getting information about students’ opinion
about the method and the learning process.
4. Evaluation and Reflection
In this step, the researcher analyzed the weaknesses that she had got
through observation. After analyzing the weaknesses, she looked for the
problem solving for the weakness. In this step also, she had to think what she
had to do in the next step.
C. Procedure of Collecting Data
For collecting data the valid data, the researcher used instruments, they were:
1. Test
The researcher gave reading texts and material for every meeting by their
English that is pre test at the first meeting and post test at end meeting. The purpose is
to get valid data to measure their ability in learning reading through their
participation.
24
2. Observation
The researcher observed the students’ ability in learning reading and their
participation. She observed whether using participatory approach can increase
students’ motivation in learning English. She also identified the students’ problems in
learning English reading. After identifying the problems students, she looked for the
problem solving to overcome the problems the next meeting.
D. Researcher Position
In this researcher, the researcher is roles were as instructor, teacher and
collaborator. As an instructor, the researcher had to pay attention to the learning or
all activities in long day that usually done by the teacher. Furthermore, she was as a
teacher because, she should teach the students directly and applied what she had
made in lesson plan include introduced the material through participatory approach
for the students. On the contrary, the researcher was as a collaborator whereas she
had to work consistently together with the teacher it self in all steps of this research.
E. Data Resource
The data resources that research used in this research was memorizing test.
The instrument of this research was memorizing test. The test was used at the end
meeting to know the students’ reading and their participation in learning through
participatory approach.
25
Table 1. The Form of the evaluation of Reading Pronunciation test
Classification Score Criteria
Very Good 80-100 All pronunciation are clearly and fluency
when read
Good 60-79 All pronunciation are clearly, but choked up
when read
Fair 40-59 All pronunciation are not clearly and not
fluency when read
Poor 20-39 Just a few pronunciation
The data that was on the table used to assess the students’ English
reading pronunciation. The highest score is very good and worst score is very
poor.
F. Technique of Data Analysis
Data from the English reading test were scored by basing motivation in
learning on reading scoring classification. In order to have a clear concept about the
scoring classification, the research formulated as follow:
26
Table 2: Pronunciation Assessment
Classification Score Criteria
Very Good 80-100 All pronunciation are fluency and clearly
when read
Good 60-79 All pronunciation are clearly, but choked up
when read
Fair 40-59 All pronunciation are not clearly and not
fluency when read
Poor 20-39 Just a few pronunciation
Very Poor 10-19 There is not pronunciation
Based on the table above, the students got very good if their score is between
80-100, good if their score is between 60-79, fair if their score is between 40-59, poor
if their score is between 20-39, an very poor if their score is between 10-29.
G. Achievement indicators assessment
This research used three cycles reading every meeting and had six meeting. At
the first cycle, some of the classifications were not successful yet although a little of
the assessment classifications had increase and made the researcher changed her plan
in order to get a better result for the next meeting. At the third cycle, all the
27
assessment classifications had improvement and made the researcher satisfied, so she
decided to stop the research.
28
CHAPTER IV
FINDINGS AND DISCUSSION
A. Finding
1. The First Cycle
a. Planning
In the first meeting, the researcher had to prepare all her needs first.
She had prepared all of the instruments to get valid data with motivation
students in learning reading text using participatory approach. This research
consisted of three cycles, and each cycle was divided into two meeting. The
researcher gave test at the first meeting in each cycle. It purposed to get data
about their motivation in learning reading and it would be become a reference
for the researcher to make research of planning in every cycle.
b. Action
1) The First Meeting
At the first meeting in the first cycle, the research gave reading to the
students as a get valid data about their motivation and participation in learning
English reading. At the initial meeting that was conducted on September, 17
2010 started on 08.50-10.10. At the beginning of leaning process, the students
were given a list of reading by the researcher. The researcher also mentioned
those motivation and their participation in learning reading with good
pronunciation.
27
29
2) The Second Meeting
At the second meeting held in class on September, 22 2010. It was
started on 10.30-12.10. because at the first meeting was the provision
of pre test to the students to determine their English reading, so at the
second meeting the researcher have begun to distribute or provide the
material considered helpful to their motivation in learning English
reading. The researcher also mentioned those with good pronunciation.
After 30 minutes, the researcher divided the students into two groups
based on the attendance list. The researcher asked each group about
the topic on the reading and students had to answer.
3) The Third Meeting
The last meeting in cycle I was held in class on September, 23 2010. It
was started on 07.10-08.30. The activity was begun by reminding the
students what they did at the previous meeting. The teacher explained
the activities that they would do on that along day with providing. The
researcher giving the students question to certain students and the
students also had caught it while answering that question. In this
meeting, the researchers still referred to the instructions of information
whereas many students were not very capable active in the classroom,
especially in the English language. So that each students traded on
their knowledge to answer every questions by researcher given on the
reading.
30
c. Observing
Based on observations made by researcher and collaborator in the first
cycle, the data obtained are;
1) In the first cycle of learning, especially at the first meeting was made
test. Learning situation was still full of noise, it was caused by the
some of the students gave answering and responding about what the
research asked and some of them just shouted which was not the right
answer. The students got difficult to answer question caused the
students do not know about the topic or material.
2) At the second meeting of the first cycle of learning, were still
impressed passive in the learning took in the out of classroom. The
students also were disturbed by uncomfortable situation because the
learning process took place in out of the room. Many students from the
others class joined to watch and made a noisy. This situation caused
the students who are learning lost of concentration, because of this
problem, the researcher worked hard to guide and motivate the
students to be more active and participate in learning process.
3) In third meeting in cycle I looked different than before because of this
meeting was only for individually. Every students demonstrated the
ability and desired to answer the questions of the topic that has given
by reading. Using participatory approach in cycle I gave positive
effects to the students’ motivation in learning reading. Even though
31
quite a few of the students did not pay attention and not only that but
there were the other students also told their friend the right answers if
the students did not know the answer. Although the researcher and
teacher always told them repeatedly that it was forbidden. So this
section still made a noisy which made the researcher worked hard to
organize the classroom. By applying test n this meeting, the researcher
had got valid data about their motivation and participate in learning,
and would be become reference for her to make research of planning
in the next.
d. Reflecting
Table 3: result of Reading Pronunciation Assessment of the First Cycle.
Classificatio
n
Score Criteria F % N
Very Good 80-100 All pronunciation are fluency and
clearly when read
0 0 30
Good 60-79 All pronunciation are clearly, but
choked up when read
0 0 30
Fair 40-59 All pronunciation are not clearly and
not fluency when read
0 0 30
Poor 20-39 Just a few pronunciation 30 0 30
Very Poor 10-19 There is no pronunciation 0 0 30
32
2. The Second Cycle
a. Planning
Basically, planning at the first meeting and the second meeting have the
same steps. In this cycle the researcher tried more increase some deficits
on the first cycle with guide in indicator achievement. Mostly the acting in
the first cycle and the second cycle were just same, but the researcher
focused on the stabilizations of the second cycle to decrease the
weaknesses in the first cycle showed by the valid data got from the test
given. The main important thing that the researcher should do is
participatory approach.
b. Acting
1) The First Meeting
The first meeting in the second cycle, the researcher gave reading
to the students as a test to get valid data about their motivation and
participation in learning process. It was conducted on October, 7 2010 it
was started at 16.00-17.15 in this section was same of the previous
meeting that the researcher had begun to distribute or provide the material
considered helpful to their motivation and their participation in learning
reading.
33
2) The Second Meeting
The second meeting was conducted on October 13 2010; it was
started at 08.50-10.20. Topic this time was different from previous
meeting, where students asked to work together answer the question on
the reading that has been already given. The students just were given 30
minutes to read the test. Furthermore, each students had to mention the
read by their participation when learning process. The researcher had
given a task for the translating the text and answer the question related to
the previous topic. At the end of the learning, the researcher examined the
students’ task and asked them one by one.
3) The Third Meeting
The third meeting was conducted on October, 21 2010; it was
started at 10.30-12.10. The students just were given 30 minutes to read the
text given in cycle, and the researcher helpful the students can be active
and participate in the classroom, when the researcher given text on the
reading, and answer the question when learning process by using
participatory approach for them. It aimed that the students could
remember all the reading pronunciation is good given in cycle II in order
to measure was there any different about their score in cycle I and Cycle
II. The researcher still prepared a lesson plan on the reading in learning
process to get valid data. She gave a test for the students to know their
score in cycle III. The researcher still applied the previous method in this
34
meeting that the students were divided in pairs and they should make a
note of their friends’ active and participate answer a good every question
on the reading in learning process. At the end of the learning, the
researcher asked the students to collect their note to be scored. For the
next scoring, the researcher asked to the students the reading by basing a
note that made by the students to score their participate in learning
process.
c. Observing
Based on observations made by researcher and collaborators on the second
cycle, the data obtained as follows;
1) At the first meeting, the students still showed boring and there is not
motivation and participate to learn English. Most of them were always in and
out of the classroom, disturbed each other, and yelled out to their friends with
unclear matter. This situation made the researcher so sad. This matter caused
the learning process was totally failed because the researcher still not test yet
the students until the time was run out.
2) The learning process of the second meeting in cycle II was different from the
previous meetings. Almost of the students enjoyed this section and did like
the instruction of what the researcher given, but there were students still
confused and did not know what they have to do. Referred to the students’
motivation and participate in learning process, the researcher noted that there
were several reading that the students still did not motivate and participate in
35
learning reading. At the end learning process, the teacher examined the
students’ task related to the topic given. It was indicated that the students still
did not know yet those reading in learning. This made class was noisy
because the students shouted each other to answer the questions given but still
under controlled of the researcher and the teacher. Based on the failure at the
previous meeting and strongly desire of the researcher, the second meeting of
the second cycle was rather running well. It was caused she got help from the
collaborator to manage the classroom.
3) By applying test in this meeting, the research had got data about their ability
in learning reading and would be become reference for her to make researcher
of planning in the next cycle. Almost all of the students pronunciation the
read above correctly. But it could not make them give up. After giving
correction, they could understand and try to pronunciation it correctly in
learning English reading.
d. Reflecting
Table 4: result of Pronunciation Assessment in Reading of the Second
cycle.
Classificati
on
Score Criteria F % N
Very Good 80-100 All pronunciation are fluency and
clearly when read
0 0 30
36
Good 60-79 All pronunciation are clearly, but
choked up when read
0 0 30
Fair 40-59 All pronunciation are not clearly
and not fluency when read
10 32,
%
30
Poor 20-39 Just a few pronunciation 19 61,3
%
30
Very Poor 10-19 There is no pronunciation 0 0 30
3. The Third Cycle
a. Planning
Based on the third meeting in second cycle, the researcher arranged the
same activities. In this cycle the researcher tried more increase some deficits on
second cycle with guide in indicator achievement. Mostly the acting in the
second cycle and the third cycle were just same, but the researcher focused on the
stabilizations of the third cycle to decrease the weaknesses in the second cycle.
The researcher still used test to compare the students’ score in cycle III and
previous cycle. The researcher also did not forget to prepare participatory
approach.
37
b. Acting
1) The First Meeting
The first meeting in cycle III was conducted on October, 28 2010. It was
started 16.00-17.20, basically, the activities of this meeting were same as the
previous meeting, where the students were asked to work together in pairs to
motivate the explain material before learn and that has been already given. The
students were just given 30 minutes to read the topic and used approach.
Furthermore, each students had to mention the read papers by throwing the
participatory approach each other. They had to make a note about how many
wrong answer that their partners made, after that, their notes were collected by the
researcher to be scored. The researcher gave more explanations and instructions in
order that all of the students understand and do what they must do.
2) The Second Meeting
This meeting was conducted on November 3, 2010. It was started at 08.50-
10.10. The students were divided into four groups. Each group was given a list
explanation from the researcher in the handbook. All students had to work together
in groups and tried to answer the questions given even though they had obligation
to their group but the question must be answered individually and never do deceit
like tell their fiend in group the right answer if the students does not know it.
3) The Third Meeting
The third meeting was conducted on November, 4 2010. It was started at
16.00-15.10. this meeting was different from previous meeting, where students
38
were given all the materials from the second meeting in cycle I until the second
meeting in cycle III to be motivate and their participate in learning, but in the third
meeting, students were given the test to test their English pronunciation during the
research. Participatory approach should be prepared as a main tool to improve the
students English by basing the objective of the research.
c. Observing
Based on observations made by researchers and collaborators on the third
cycle, the data obtained were as follows:
1) At the first meeting, students began to show signs of interest in learning process,
although many of among the students still were difficult to pronunciation on the
reading. But almost of them had to pronunciation those the reading when learning
process. The researcher also took their score after applying test.
2) Students were very enthusiastic about learning teaching process. Most of them
struggle each other to raise their hands and called the researcher to be pointed for
answering the question given. This made the class noisy. Based on observing that
students showed an interesting been done, the students showed an interesting sign
in learning English even though they still had difficulties in pronunciation.
3) The test was given in this meeting so the students made effort to answer carefully
every question given. Almost all questions could be answered by them although
some pronunciation incorrect. So the researcher concluded that this research must
be stopped and believed that using participatory approach of learning was
effective and could help the students motivate and participate to learning.
39
d. Reflecting
Table 5: result of Pronunciation Assessment in Reading of the Third Cycle.
Classificati
on
Score Criteria F % N
Very Good 80-100 All pronunciation are fluency
and clearly when read
0 0 30
Good 60-79 All pronunciation are clearly,
but choked up when read
5 16,13
%
30
Fair 40-59 All pronunciation are not clearly
and not fluency when read
15 48,4% 30
Poor 20-39 Just a few pronunciation 7 22,6% 30
Very Poor 10-19 There is no pronunciation 0 0 30
B. Discussions
To make the discussion clear, the research would like to explain the
effectiveness of using participatory approach to increase the students’ motivation and
participate in learning English reading through pronunciation assessment applied to
three cycles that have passed.
In cycle, 1, the criteria of the pronunciation assessment in learning reading
had showed that all the students whom applied a Classroom Action Research still had
low English Reading Pronunciation. The worst score had proved by the criteria of the
40
pronunciation that was 0%. It mean that almost all students had no prior knowledge
in English reading pronunciation special for the list read presented by the researcher.
Next to the second cycle, the researcher obtained better data than before. It
was proved by the criteria of pronunciation in learning reading that was the students
who got fair 32.2% and the rest got poor 61.3%
The last cycle was conducted because the research wanted better result than
before, and she had obtained it. The criteria had showed that there were five students
obtained ―good‖ (16.13%), fifteen students ―fair‖ (48.4%) and seven students still
got ―22.6%).
Every data above obtained by three cycle and each cycle had three meetings
with different way.
The result of invention data by the researcher was supported by the previous
research in also researching about improvement English Reading Pronunciation by
variety media or method as a supporting tool to learn and increase the students
motivation in learning English reading. So that bored problem always faced by the
students in learning could be decrease. Therefore, if there is someone wants to
continue this research in the next time, will be great and the researcher will really
appreciate it.
41
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
1. Using participatory approach was able to increase the students’ motivation in
learning English reading to the second years students of MTs. DDI Kanang
Kab. Polman.
2. Studying by using participatory approach was very effective to improve
motivate and their participate the students’ English reading at the second years
students of MTs. DDI Kanang Kab. Polman.
3. Using participatory approach also could be adult to lack of their nervous when
doing anything.
B. Suggestion
To increase their motivation and participate in learning ability command
of the students, the researcher puts forward some suggestions:
1. For headmaster to give all the teachers many chances to create effective study
approach and to apply based on students needed.
2. English teacher should apply some interesting media to increase students’
motivation in learning English reading.
3. For the teacher try to call up all the ability to increase study process quality as
their burden by doing or using Classroom action Research in many classes.
4. For next researcher to use other method in doing a research.
41
42
At the student have the mental strength to drive learning. The power drive
comes from various sources. In the first incident, low motivation of students to be
better after the students get the correct information. In the second, learning
motivation can be low and can be repaired again. In both cases the role of teachers to
enhance students' learning motivation was significant.
Motivation is seen as a mental which moves and directs human behavior,
including learning behavior. In motivation inherent the desire to activate, mobilize,
channel, and direct the individual attitudes and behavior study (Koeswara, 1989;
Siagian, 1989; Schein, 1991; Biggs & Telfer, 1987).
Based on the statement above, it can be said that the motivation to learn is to
urge or force in the student learning activities that lead to achieving the desired goals
of students.
d. Role of Motivation
Motivation is considered a role in learning because the motivation contains
values as follows: 1) Motivation determines success or failure of the level of
student activities. Learning without motivation is difficult to achieve optimal
success, 2) learning is intrinsically motivated learning according to needs, drives,
motives, and interest on the student, 3) learning is motivated by the creativity of
teachers to work seriously find ways that are relevant and matched to generate and
maintain student motivation, 4) success or failure in generating motivation in
learning related to classroom discipline construction effort. Classroom discipline
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