MINI RESEARCH : LANGUAGE ACQUISITION

BY. CIKA

(http://www.ateep77.wordpress.com/)

ABSTRACT

Children in the age of 6-12 are now must fully involved in learning English since it is

considered essential for children to learn it earlier. In fact, it does not work yet for most

children learning English, as a case in one of the primary schools in Subang that 97% of them

could not even spell colors in English. The researchers begin to concern about the materials

being taught related to their motivation to learn English where lack of motivation is proven

as the main issue in this case. So, the researcher is anxious about finding out the more

practical solution in term of increasing their motivation to speak English, without ignoring

the nature of the children itself; curious, active, full of enthusiasm and often show a lot of

eagerness to participate. The researchers employed descriptive study in conducting this

research, while observation and interviews were employed to collecting the data. The

findings show that there is a material now given in the senior high school which is

appropriate and increasing strongly the students’ motivation to learn English better,

especially in speaking, which rarely occur in the first grade of senior high school. Therefore

the researchers conclude that having relevant and constructive material which actually

touches the nature of the children would directly increase their motivation the most. Due to

the results, the researchers recommend the government and any educationist to be more

selective in verdict the materials given to students with paying more attention to the

students’ interest and motivation on them.

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CHAPTER I

INTRODUCTION

This chapter presents background on the research, limitation of the research, research

questions, aims of research, significance of the research, and hypothesis. This chapter also

provides a brief explanation about the method of the research. In the end of this chapter,

the researcher informs clarification of main terms and organization of paper.

1.1 Background

Speaking English is now found very hard to be applied in daily activities even by the students

of English Department. It seems to be strange when people speak English in the public

areas. Speaking English even with friends of English department will be considered as weird

by others. Rarely finding students, no matter in what level they are, who have willingness to

speak English in his daily life becomes one of the proves that the students have the lack of

motivation. They are not even able to motivate themselves; it indicates that they will not

able to motivate others.

Why speaking English is important, while reading is the most important area or activity for

individuals to engage in for the sake of the development of L2 academic competence, and it

is important as well for interpersonal function and for merely “getting along” in any literate

society (Troike 2006), should be clearly explained in the very first beginning. As the data I

found, elementary students’ activities in the classroom are mostly, for about 85%, done in

the speaking way. Repeating what their teacher said, singing, mentioning fruits, animals,

those are examples on how students done most orally English learning in speaking way, not

reading. Speaking is also important area of activity for L2 learners if they will be using the

language for interpersonal purposes, whether these are primarily social or instrumental

(Troike 2006). To speak English cannot be done with ease. Having minimally 200

vocabularies is one of the requirements for just speaking English falteringly. Since students

must have hundreds even thousand vocabularies to speak English fluently, they should be

engaged earlier. Most Indonesian usually consider somebody good in English through

her/his pronunciation, speaking. The impressive image given through speak English is totally

effective to show off her/his ability. Peoples’ ways to see that can motivate that somebody

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to learn or do it more. Firstly before learning it, the students should have willingness to do

it. The willingness comes up from motivation.

Motivation is a key to ultimate level of proficiency (Troike 2006). In researcher point of view,

increasing students’ motivations mean helping them to increase their level of English

proficiency. So first thing to do is motivating the children to have deeper desire to speak

English. The forms of the motivation can be a compliment, a pride, or amazement. It can be

various. Children, according to their age, are considered easy to be motivated. All teachers

need to do is choosing the best way to motivate them through the materials given in the

class.

Since children are more successful L2 learners than adults (Troike 2006), the writer believes

that children should be engrafted earlier. Completing that way, children’s nature is

essential. It is one of the ways to have fundamental on how children respond or do

something. In accordance with children’s nature, if they are given a compliment because

they do something, they will do the same thing anymore to gain it again.

Introduction material which in status quo is explained for the students in senior high school

seems not really effective in increasing their motivation to speak English. Based on the

description above about motivation and children’s nature, introduction material can meet

the need of teachers to increase the children motivation to learn speaking English. Since

children will meet many new people, it will be good for them to know how to introduce

themselves. When parents and others know that their children can speak English by

introducing themselves to a guest for example, it will make their parents rightfully proud

and suddenly give compliments. These compliments are another form of motivation which

can burn children spirit to speak more not only to introduce them.

There was also another reason why I have big concern and curiosity on this topic. This is just

a real story happened to my cousin. Last week, my cousin, a little girl of six, went home and

told my family how happy she was. She also promised to learn hard especially in learning

English. Then she began to tell the story when he was in the English class. It was just a

simple story in my point of view. When her teacher asked her for several questions, she

never missed it. She could answer every single question pointed to her. Then her friends

adored her and suddenly thought that she is so smart in speaking English. Her teacher also

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plays role here, she gave her a compliment. For me, that was just an ordinary compliment.

However, my cousin accepted all as her new spirit, big spirit to learn English more. Actually,

at that time I saw it as one of the motivation components which is desire to attain the goal

or need (see Oxford and Ehrman 1993). I never thought before that this kind of very simple

action could affect deeply students’ motivation.

Therefore, with a big expectation that it could be useful for Education and its elements I

decided to make a research on it, with the topic “The need of “introduction” material (now

given in the first grade of both senior and senior high school) to be taught earlier to the

fourth grade students of elementary school in term of increasing their motivation to speak

English”.

1.2 Limitation of Problem

This research is limited in gathering information on how “introduction” material which held

in the first grade of senior high school will affect the students motivation in improving

speaking skill if it is taught in fourth grade of elementary school. The researcher specifies

her study in the observation of the effectiveness of applying introduction material in

improving students’ motivation in speaking English, without neglecting other aspects that

could occur in the adapting of introduction material as one of the materials presenting in

the fourth grade students of elementary school.

1.3 Research Questions

Based on the background above, the present research endeavored to address the questions

below:

1. What are the advantages and disadvantages of giving the introduction material

earlier to fourth grade students of elementary school?

2. Which school should be in the first place to teach introduction material in term of

motivating students to speak English better?

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1.4 The Aims of Research

The aims of this research are described below:

1. To identify which material is important to be given earlier as the elementary school

material

2. To identify how significant does the introduction material promote the students’

motivation to speak English more

3. To have a brief knowledge about children and teenagers motivation affected by the

introduction material given to them

1.5 The Significance of Research

The result of this research will allow the fourth grade students of elementary school to have

the introduction material as one of the English materials given. Since it is considered less

effective and efficient to adapt this material to the first grade students of senior high school

in promoting their motivation to speak English, it would be better to convert it to be the

elementary students’ material. The impact would be seen in their spirit to learn more

vocabularies and their effort to speak English earlier. This would be very helpful for them in

the future because they already fill their spirit with a big motivation to learn English.

Another consideration is that introduction material is the applicative one that is easy to be

applied everywhere. As children, for sure, they will meet many new people; give this

material to senior high school students will be too late to be taught.

1.6 The Hypothesis

The researcher firstly came up with an assumption that children need something applicative

for them in learning speaking English. Most people considered speaking English as a hard

thing to do. The researcher believed that changing this paradigm since the children age is

very crucial. Children should be have an understanding that learn or speak English is not that

hard. It means that they should be given an interest and attractive material to stimulate

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those continuing speaking English. Motivated by compliment, feeling of proud, amazement,

will lead them to the first interest that Speaking English is cool. They know not all people

could speak English. Thus, introduction material is something that they can apply it anytime

with anybody to show off their ability.

In Indonesia, if there were children of seven or eight already speak English, it is a great thing

to see. People will be amazed. Children feel rightfully proud. The compliments fill their head.

So, related to the assumption above the researcher began this research with a hypothesis

“children need an applicative material to increase their motivation, in this case it is

introduction material given in senior high school”.

1.7 Research Method in General

The research methods used in this research is qualitative method which is valuable “to assist

the researcher in deciding whether the teaching program needed to be modified or altered

in any way so that the objectives may be achieved more effectively” (Nunan, 1992).

1.8 Data Collection

As outlined above, this study used multiple techniques of data collection, conducted not

only at the conclusion of the study, but also in a first beginning and ongoing way (Fraenkel

and Wallen, 2000, p. 505; Bogdan and Biklen, 2003).

This research begins with doing an observation toward both fourth grade students of

elementary school and first grade students of senior high school and the interview done to

twenty senior high school students who already learnt introduction material. This

observation is addressed to have a wider point of view on how introduction material

affecting students motivation to speak English. Another purpose of the observation is that to

know who feel more attractive in learning this material and followed it up by learning the

next English materials with same or bigger motivation than before. The interview is aimed to

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strengthen the researcher hypothesis that introduction material affects nothing to the

senior high school students’ motivation in improving their speaking English ability.

Ongoing data collection will be taken up briefly in this section, and the use of interview,

which was conducted at the end of the research in detail. The interview is employed to the

twenty students from both elementary and senior high school.

1.9 Classification of Terms

These following words and its meanings are several terms used in the research topic

(Consulted from Cambridge University):

Motivation : (U) enthusiasm for doing something;

(N) The need or reason for doing something;

Speak, speaking : using the stated language; to (be able) talk in a language.

Need : something that somebody should have or would benefit from having

it.

Introduction : an activity to do to make people know somebody.

Material : information produced in various forms to help people.

Elementary school : a school which provides the first part of a child’s education, usually

for children between five and eleven years old.

High school : a school in the US for children aged 16-18 years old.

Increase : to make something larger in size.

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CHAPTER 2

THEORETICAL FOUNDATION

2.1 Historical Developments and Trends in the Study of Foreign Language Learning (L2)

Motivation

The field of foreign language learning (L2) motivation research was founded in 1959 by two

Canadian social psychologists, Lambert and Gardner. Although they were not linguists, they

became interested in second language learning because of the somewhat unusual Canadian

socio-political environment, which is characterized by the coexistence of French- and

English-speaking communities. The most universally accepted contribution of their work to

the field has been that learning a second language is unlike learning any other subject. This

is because it “involves imposing elements of another culture into one’s own lifespace”

(Gardner & Lambert, 1972, p. 193), and because it is easily influenced (positively or

negatively) by a range of social factors, such as prevailing attitudes toward the language,

geo-political considerations, and cultural stereotypes (Dörnyei, 2005). In other respects,

though, the field, just like its counterpart in general and educational psychology, has

undergone a number of shifts: in scope, in research perspectives, in its relation to practice,

and in its relationship with the field of Second Language Acquisition research.

The first empirical investigations related to L2 learning motivation took place in Canada, and

were aimed at identifying and measuring variables that shared variance in common with

measures of English-French bilingualism (Gardner & Lambert, 1959). Many such studies

resulted in the proposal of Gardner and Smythe’s (1975) pioneering socio-educational

model of second language acquisition in school contexts, which has been revised several

times (e.g., Gardner, 1985a; Gardner, 2000; Gardner & MacIntyre, 1993a; Tremblay &

Gardner, 1995). It is interesting to note that, according to Gardner, “acquisition” involves

“the development of bilingual skill in the language, and that this requires considerable time,

effort, and persistence” (Gardner, 2001a, p. 4, my emphasis).

Another motivation research occurred after the publication of Dörnyei and Ottó’s innovative

(1998) process model of L2 motivation. As a result, in the late 1990s, a new, process-

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oriented period began for L2 motivation research. The process-oriented period is

characterized by an increasing emphasis on viewing motivation, not simply as a static

product, but also as a dynamic process fluctuating over time. This movement is spearheaded

by the research that has been carried out by Dörnyei, Ushioda (e.g., 2001), and colleagues in

Europe. The new approaches are moving toward an integration of concepts from

motivational psychology, personality psychology, and even neurobiology (Dörnyei, 2005).

2.2 Orientation and Motivation

A basic distinction was made in Gardner (1985a) but has frequently been misunderstood,

namely that between orientation and motivation (i.e., “the driving force in any situation,”

Gardner, 2001a, p. 6). Gardner’s theory does not belong to goal-type theories (Dörnyei,

2001c); therefore, its focus is on motivation, not orientations.

There are two common misconceptions of Gardner’s motivation theory (Dörnyei, 2005).

One is that L2 motivation is simply the interplay of two components, an “integrative

orientation / motivation” and an “instrumental orientation / motivation.” It is not surprising

that misconceptions abound, given that:

• The terms “orientation” and “motivation” have been used somewhat inconsistently in the

past by Gardner himself.

• Gardner, for instance, still mentions both “integrative orientation” and “integrative

motivation” but that the terms have come to refer to different concepts linked in complex

hierarchical relationships (see Figure 2.3).

• Many of these terms sound confusingly similar (e.g., “integrativeness,” and “integrative

motive”).

The other common misconception is that the theory revolves around a simple dichotomy of

the type, “instrumental motivation is bad / integrative motivation is good,” which is

probably a consequence of Gardner’s almost exclusive focus on “integrativeness.”

2.3 Integrative Motivation

Figure 2.3. shows Gardner’s (2001a) conceptualization of “Integrative Motivation.” based on

an extract from his basic model of second language learning (pp.5-7), which is a revised

version of his earlier conceptualization of the “Integrative Motive” (Gardner, 1985a).

“Integrative motivation” subsumes three components. The first two, “integrativeness” and

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“attitudes toward the learning situation,” are usually fairly highly correlated and are seen as

supports for the third component, which is “motivation.” In other words, a student who has

high levels of “integrativeness,” and/or “positive attitudes toward the learning situation,”

but is low in “motivation” is unlikely to achieve much in terms of L2 proficiency. Conversely,

for motivation levels to be sustained over the long period needed to master an L2 a high

level of “motivation” alone is insufficient; it needs to be supported by high levels of

“integrativeness,” and/or positive “attitudes toward the learning situation.” Gardner’s

(1985a) social psychological approach assumes that students’ goals, when they engage in L2

learning, fall into two categories, an integrative orientation, and an instrumental one. An

integrative orientation reflects a positive disposition toward a community of L2 speakers,

accompanied by a desire to learn the L2 for the purpose of interacting with, and even

becoming similar to valued members of the community of L2 speakers. An instrumental

orientation refers to a desire to learn the L2 primarily for potential concrete gains

associated with L2 proficiency, such as improved education, career, or financial prospects.

Even though “integrativeness” and “instrumentality” are the two most frequently

highlighted concepts in L2 motivation studies (Csizér & Dörnyei, 2005), “instrumentality” has

not received much attention from Gardner. “Integrativeness” is assessed in the AMTB by

scales tapping attitudes toward the group of L2 speakers, general interest in foreign

languages, and a set of integrative orientation items reflecting reasons for studying the L2

based on attraction to the group of L2 speakers (MacIntyre, 2002).

Finally, Figure 2.3 indicates the function that Gardner (2001a, p. 5) attributes to

“instrumental motivation” and to other motivational factors (e.g., a stimulating L2 teacher

or course), within a class of variables that he termed “other support” in his model of second

language learning. However, this miscellaneous class of factors appears somewhat

artificially differentiated from “integrative motivation,” and not particularly well integrated

into the model (Dörnyei, 2005).

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FIGURE 2.3

Conceptualization of Integrative Motivation

(Based on Gardner, 2001, pp. 5-7)

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2.4 Value Components of L2 Motivation

For many secondary school students, learning an L2 remains primarily an academic

requirement, which is often at best perceived as a means to achieve another end. In other

words, they may be interested in obtaining high scores in an L2 test (which may only require

the ability to do well in complex multiple-choice tests, and not test either oral or written

proficiency in the L2), in order to pursue other meaningful personal goals. Recall that the

term “instrumentality” is normally used to refer to learning an L2 for such utilitarian

purposes.

Dörnyei and Kormos (2000), and Dörnyei (2002) investigated the instrumental benefits

associated with the EFL proficiency of Hungarian high school learners. In these studies, the

authors preferred to use the term “incentive values” to instrumentality because, besides the

usual pragmatic benefits mentioned by the participants, other incentives were mentioned

such as traveling, making foreign friends, and understanding English songs. Dörnyei and

Kormos (2000) found a negative correlation between learners with high task attitudes who

reported an interest in incentive values and the number of words produced by these

learners; they suggested it might be because such an interest was socially desirable rather

than genuine. On the other hand, Dörnyei (2002) reported a highly significant, positive

correlation between students with positive task attitudes who reported an interest in

incentive values and the number of turns they had taken during the task. Dörnyei (2002)

indicates that the result is in accordance with his theoretical proposition that task

motivation is “fuelled by a combination of situation-specific and generalized motives” (p.

151).

Finally, another noteworthy finding from the studies by Dörnyei and Kormos (2000) and

Dörnyei (2002) was that some learners, who had negative attitudes toward the tasks used in

their study, nevertheless engaged in L2 communication behavior when they held favorable

attitudes toward the L2 course. This seems to lend support to Schumann’s (1999) argument

that some individuals may be “willing to endure” (p. 36) certain L2 learning experiences that

they find unappealing or even unpleasant, just because of the contribution these

experiences make to achieving a longer-term goal that they value (e.g., learning an L2). It

also suggests to me that favorable attitudes toward an L2 course may be related to the

positive value students attach to L2 learning in general, and that attitudes toward specific

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language learning tasks may be based on an affective type of response to these learning

tasks, which can be self regulated.

2.5 Dörnyei’s L2 Motivational Strategies Framework

Traditionally, motivational psychologists have been more concerned about what motivation

is than about how we can use this knowledge to motivate learners. Recently, however, there

has been a marked change, and more and more researchers have decided to look at the

pedagogical implications of research by conceptualizing motivational strategies.

Motivational strategies can refer to instructional interventions consciously applied by the

teacher to elicit and stimulate student motivation, or to self-regulating strategies that are

used purposefully by individual students to manage the level of their own motivation. The

motivational strategies discussed here belong to the first type, namely, to instructional

techniques used by teachers.

A survey of the educational psychology literature related to the study of motivation in the

classroom reveals many publications on teacher behaviors that should be effective in

fostering student motivation in the classroom (for reviews in educational psychology see,

e.g., Brophy, 2004; Ginsberg & Wlodkowski, 2000; Pintrich & Schunk, 2002; within the area

of language education see, e.g., Alison & Halliwell, 2002; Dörnyei, 2001a, 2006; Williams &

Burden, 1997).Yet, it also reveals the absence of a theory-based framework that could

accommodate the diverse behaviors—although Dörnyei (2001a) is a notable exception in

the L2 field. His model for a motivational L2 teaching practice comprises four main

dimensions:

Creating the basic motivational conditions, namely, laying the foundations of motivation

through establishing a good teacher-student rapport, a pleasant and supportive

classroom atmosphere, and a cohesive learner group with appropriate group norms.

Generating initial motivation, that is, “whetting the students’ appetite” by using

strategies designed to develop positive attitudes toward the language course and

language learning in general, and to increase the learners’ expectancy of success.

Maintaining and protecting motivation through promoting situation-specific task

motivation (e.g., by designing stimulating, enjoyable, and relevant tasks), by providing

learners with experiences of success, by allowing them to maintain a positive social

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image even during the often face-threatening task of having to communicate with a

severely limited language code, and finally, by promoting learner autonomy.

Encouraging positive retrospective self-evaluation through the promotion of adaptive

attributions and the provision of effective and encouraging feedback, as well as by

increasing learner satisfaction and by offering grades in a motivational manner.

Figure 2.5 presents the schematic representation of the model, indicating the main macro-

strategies associated with each dimension. The macro-strategies are further broken down

into over 100 motivational techniques. The reader is referred to Dörnyei’s book on

motivational strategies (2001a) where these are explained in detail. Dörnyei’s L2

motivational strategies framework served as the theoretical basis for designing the

classroom observation instruments in the current investigation.

While the motivational strategies reported in the L2 motivation literature are usually

grounded in sound theoretical considerations, there has been very little research in the past

to answer this crucial question: Do the proposed techniques actually work in language

classrooms? This deficiency was already highlighted by Gardner and Tremblay (1994) over a

decade ago: In reflecting on the potential usefulness of motivational strategies, they argued

that, from a scientific point of view, intuitive appeal without empirical evidence was not

enough to justify strong claims in favor of the use of such strategies. They therefore

recommended that these strategies be considered as mere hypotheses to be tested, and

highlighted a number of possible pitfalls to avoid in such research. The fact that there may

be a discrepancy between the assumed and the actual motivational power of certain

motives or motivational strategies is indeed a real concern, which is well reflected in the

title of a very recent paper by Chen, Warden, and Chang (2005): “Motivators that do not

motivate.”

In retrospect, however, it can be seen that Gardner and Tremblay’s (1994)

recommendations have hardly been taken up by scholars in the L2 field. This is partly

because validation studies of motivational strategies are labor-intensive, since they require

the application of experimental designs and/or extensive classroom observation. At the time

of writing, only one published study (Dörnyei & Csizér, 1998) had the explicit objective to

provide empirical data about the effectiveness of 51 motivational strategies (selected from a

list, drawn up by Dörnyei, 1994a, of about 100). However, that study only relied on

teachers’ self-reports about how important they considered strategies and how often they

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used them; it was not based on documentation of the actual nature of the participating

teachers’ motivational practice (which would have been more objective), nor on the

students’ classroom behavior to which such practice might have been linked.

FIGURE 2.5The Components of a Motivational L2 Teaching Practice (Dörnyei, 2001, p. 29)

CHAPTER III

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RESEARCH METHODOLOGY

3.1 Research Design

This mini study, as outlined before, is conducted by using qualitative descriptive method.

Qualitative or interpretive methods are not yet commonly used in L2 motivation

research, although they have been advocated over the past decade (e.g., Dörnyei,

2001c, in press; Ushioda, 1996). A main difference between quantitative and

qualitative/interpretive methods is that the latter focus on the participants’ rather than

the researcher’s interpretations and priorities. Thus, qualitative methods can be more

contextually sensitive than quantitative ones because researchers do not set out to test

preconceived hypotheses; rather, they tend to define analytic categories only during the

process of research.

Qualitative methods exclude the collection of numerical data in favor of natural data in

the form of researchers’ field notes (e.g., notes taken during classroom observations),

participants’ verbalizations of their experiences (e.g., interviews, journal entries, or

answers to open-ended items in questionnaires), and/or authentic documents (e.g.,

recorded speech samples, texts written by participants, video-recordings of lessons). The

analysis of these data consists of discovering meaningful themes and patterns.

Consequently, researchers can learn about students’ L2 motivation from, for instance,

descriptions constructed after having observed the students engaged in classroom

activities and from students’ accounts of their feelings relating to their L2 teacher and

engagement in L2 class activities. From observation notes, it is possible to appreciate

how teachers select, sequence, modify, and create activities to cater to their students’

specific needs and the constraints of their particular environment.

With their potential for yielding rich and varied data, qualitative research methods

accompanied by quality in-depth analysis and interpretation can lead to uncovering the

structure of events when the meanings and perspectives of individuals are important.

The main drawbacks are that qualitative-type studies are labor-intensive and usually

involve only a small number of participants, which makes it impossible to generalize the

findings since the few participants may not be representative of the population being

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studied. However, the latter drawback can be overcome to some extent by using

appropriate sampling methods (see next section, and for more details, Dörnyei, 2007).

3.2 Data Collection

The data are collected using observation and the interviews. The observation is done in

the fourth grade of elementary school and first grade of senior high school in Subang.

This city is chosen because the citizens in this city are less development especially in the

educational field. It shown by the results of national examination conducted every years.

Beside math, English become the obstacle to pass the examination. The researchers

assume that the cause is the teachers lack in molding the students since the children

age. Because of the lack motivation that never be built in themselves make the students

stay longer in the paradigm of “learning English is hard”. The elementary school is

chosen because most of the students about 95% have low marks. Even though the

teacher has done many methods but then the students are still not being motivated to

get higher marks. Then it is considered as the lack of motivation that the students have

in learning English. Another reason that leads the researchers to choose this elementary

school is because of their open-minded toward the progress of their students. The same

case also occurs in one of senior high schools in Subang. When being asked, they answer

that the materials is sometime too hard and other times too simple. Then to prove all

the assumption, the researchers firstly conduct observation to know the real of

students’ activities includes its material in class.

3.2.1 Observation

Observation is an investigation done systematically and employed intentionally by using

the five senses, especially eyes toward the ongoing cases (Bimo Walgito, 1987: 54).

While Djumhur (1985: 51) defined observation as a technique to directly and indirectly

investigate the ongoing phenomenon both inside and outside school.

In conducting the research, using literal observation is the only way to have more

intimate situations with the students. It also facilitates the researchers to direct feel

what the students feel and to fairly judge the performances performed by students from

both elementary school and senior high school. Getting involved and sitting in the same

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classes enacted like we are the real pupil was the way to gain some experiences and to

keep the validity of the data collected.

The observation is done firstly in collecting data in order to provide the researchers a

general condition on the learning process of introduction material conducted in the first

grade of senior high school.

Since an observation of the same class in the elementary school is also needed, a

teacher from one of elementary schools in Subang interested to get involved in this

research and try to conduct this material to her students. Introduction material is taught

to them in term of finding out the children responds to this kind of new material. it is

caused by the result of the previous observation when elementary children are just

taught about numbers, colors, things, and others without relating it into their daily lives.

The observation is done to measure the class performances shown by the students from

each level. Then the result of each observation would be compared to know the

differences of them and as the material to answer the first research question addressed

by the researchers.

The result of their performances was presented in the percentage scale in order to

facilitate the readers in understanding the result. We use the scale from 10%-100%. It

was classified deeper into:

10%- 25% = poor performance

25%-50% = average performance

50%-80% = good performance

80%-100% = awesome performance

3.2.2 Interview

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The last source of data was interviews with the students. An interview has been defined

as “an interaction between two people, with the interviewer and the subject acting in

relation to each other and reciprocally influencing each other” (Kvale, 1996, p.35).

This enabled the researchers “to check the accuracy of-to verify or refute-the

impressions we had gained through observations” (Fraenkel and Wallen, 2000, p.509).

The interview was conducted to 40 respondents, 20 respondents were from elementary

school and the rest were from senior high school. Both interviews were done after the

students got the introduction material. The form of the questions being investigated was

presented in different languages for each level. Students of elementary school were

asked in bahasa concerning that English questions would not be understandable for

them as they just have learnt few things in English. Considering that senior high school

students were already taught many things in English and the questions asked are simple,

so, the researchers questioned them in English.

After the class, the students were asked to stay in a room to be called later in turn and

the researcher asked about their opinions after having introduction material.

3.3 Data Instrument

The data instruments are the observation sheet and the interviews questions written in

a paper.

3.4 Data Analysis

Data are collected from the interview used to investigate twenty students from both

senior high schools and elementary schools. The questions asked are same for both

levels of schools. The researchers just differentiate it in the language used. Indonesian

questions are used to investigate the elementary school students in informal way,

whereas the English questions in a quite formal way are used to the other level. They all

answer the questions in a good way, so it does not render collecting data difficult.

Literal observation is also employed on this collection data work. Initially, both

researchers participated as a learner, sitting with different character of children and

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teenagers. We learned and practiced with them and they watched us struggle with

similar jobs in the class, specifically in this material.

Bellow is the results of the data collected as well as its analysis.

According to the observation done, the data are the following:

No. Level of each value (Percentage)High School Elementary

school1. Active Class Participation 30% 60%2. Students enthusiasm 20% 95%3. Teachers and students interaction 40% 65%4. Students practice actively 50% 85%5. Good students’ responds to “introduction”

material35% 85%

6. Good students attention 45% 80%7. This material affects students motivation in

improving speaking ability positively25% 95%

8. Students willingness to learn 45% 75%9. Followed up by doing practices outside the

class5% 100%

In doing the observation, the researchers attempt to be completely objective in viewing

the students’ performance of both school levels, elementary and the senior high school.

To show the researcher perspectives, the students’ performance of senior high school

will be firstly discussed in the findings part. The senior high school students are seems

not interested in learning this material. It is proven by their less attention when their

English teacher explained it to them. Chatting, doing something with their cell phones,

silent joking, are such activities they did in the class when Introduction material is

conducted. The interaction between teacher and the students is wide apart. They are in

the same room working on different business. However the goodness found by the

researcher is that in the practice session, most of the students take easy on it. Some of

them pointed to come forward and practice show very small amount of difficulties on

doing that. They already know how to introduce themselves. Well done. Perceiving “no

matter” for this material leads them to the lack of practice outside. Understanding the

material before teacher’s explanation affects students’ motivation negatively. The ease

of this actually causes a weak willingness to learn other English materials.

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Secondly is what the researcher has found in the fourth grade of elementary school

students. This observation result shows significant differences of percentage from both

elementary school students’ performances and senior high school ones. The children

involve actively in each activity of learning this material. When first time the teacher

introduces herself, they begin to mumble, trying to say what she said. It is one of the

indicators that they start to be attracted on. It is a kind of very good interaction done

between teacher and students, because the students do what the teacher ask to them.

Listening and repeating loudly what is being taught run smoothly in that class. All

children want to be able to do the same thing.

When the teacher asks them to practice introducing themselves, one by one in front of

the class, they’d be happy to. They perform as well as they can. Sometimes, even the

mousy one, willing to come to the front, and speaks very slow and soft. Almost everyone

in the class enjoy this material. Every time the teacher asks for practicing many of them

directly raise their hands. Answering teacher’s question does not become their fear any

longer. Hobbies and dreams are their favorite things to share. Smile and even laugh fill

that classroom; it is a fresh class. No one want to be silent, they do it repeatedly without

feeling bored. This is a very active classroom since the students show very big

enthusiasm by repeating the entire teacher said loudly.

After the class dismiss, they ask the teacher when they are going to learn English again.

It is very good news. It indicates their motivation and interest to learn English especially

to speak this language. As a nature of children, they love to show off themselves, who

they are, or how smart they are. That happens after this class; outside the class. When

they meet other friends from other classes they directly introduce themselves in English.

Most of others who listen to them look like they wanted to do what they have done. Not

only those students taught this material but also students from other classes want to be

able to speak English.

The researcher found that the class participation of the senior high school students is

less than the elementary ones. The observation result shows that the elementary school

students have bigger interest in learning the “introduction” material than the other

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ones. Then it gives them more motivation to speak English than it is for the senior high

school students.

These are question used to investigate twenty students of senior high school:

1. Do you like speaking English?

2. Do you like learning “introduction” material?

3. Does learning this material bring any impacts toward your speaking ability?

4. Is it difficult for you to learning this material?

5. Does learning this material motivate you to speak English better?

TABLE 3.4 a

The interview is employed as one of the ways to dig the information

Before going further, let’s firstly discuss the data collected from one by one specific answer

delivered by the twenty respondents. For the first question, more than half of the

respondents respond it positively. Speaking English is something they like to do. Good

beginning. It means that they already have good start to learn speaking English. Teachers

just need to support them appropriately by giving them, in this case, more challenging

material than just a little of “introduction”. Then the second question answered by the

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students dislike dominating it. In fact, the ignorance of this material begins to appear here.

It is one of the reasons of why learning introduction material does not bring any impacts

toward their speaking ability. Unfortunately their likes to speak English are cut down by the

easy material given to them. The data show that learning an introduction material is not a

big deal for them so why teachers should teach something the students already able to do.

The materials should be to appropriately support the development of motivation so that

there is a proper foundation for optimal educational growth. However the data collected

from the senior high school interview negate the statement before.

According to Ryan and Deci (2000), ‘intrinsic motivation generally refers to motivation to

engage in an activity because that activity is enjoyable and satisfying to do.’ Class activities

are on occasion of the materials of it. Indeed, because they already know the stages of self

introduction, learning this material become as just as flashing something the usually do. It

leads them to feel bored immediately in class. Repeating something usual in a formal

condition make them ignore it, not watch in from academic perspective and its senses. The

boring atmosphere in the class will not bring them to have an enjoyable and satisfying

activity to do, for instance, practice to introducing yourself. Any betterment becomes

unobtainable for them. They lose their focus to learn their motivation and finally abolish

their own spirit to learn. At this point, nothing can be expected from the introduction

material taught to the first grade students of senior high school.

Having known the senior high school students respond to this material, the elementary

students might show different. The nature of both different ages, at least in this case,

strongly affected their interest and ways to learn something. After having discussion for this

long in senior high school area, the next one to be presented will be the discussion

presented after conducting interview to the fourth grade students of elementary school.

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TABLE 3.4 b

The data above were collected after the researchers try to conduct such experiment by

giving them introduction material. The result is totally different with those from senior high

school where almost all students responded negatively on the questions given. The

elementary school students, on the other hand, gave positive respond to the questions. It is

along with one of the characteristics of young learners characterized by Brumfit (1997: v)

who stated that young learners tend to be keen and enthusiastic learners (cited

fromhttp://peni.staff.uns.ac.id/2008/10/10/young-learner-characteristics/). The surprising

results occur when respondents answered the third and fifth question. All of them said ‘yes’

in responding the two questions indicating a high interest in learning English, the

introduction material particularly.

Showing the existence of motivation among students themselves, according to Ball (ibid),

motivated students refer to those who wish to do things that teachers expect. Creating

kinds of situation that can emerge students motivations are often hard to do. However, the

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researchers found any other situation supporting his statement. Students’ attractiveness to

perform in front of the class introducing themselves and to obey the teachers’ instructions is

parts of this situation. The elementary students’ performances in the class indicate their

big willingness to speak English better and better. By their eagerness to be actively

participating in the class activities when they were given the introduction material, they feel

nothing difficult with English. It’s going to be greatly affecting their perspectives in viewing

English as many people consider it very hard to learn. Their motivation will transform to be a

continuity of speaking English as it is proven by the answers of fifth question. Just as it was

found in Song (2004) that elementary school children indicated that they are motivated to

study English because it is a compulsory subject at school.

The situations the researchers underwent when implementing it to the senior high school

students were no longer happen in the elementary school. All students seem to be focus on

teacher instruction, and they respond enthusiastically to every activity along the

introduction material. It again, proves that this material already touch the natures of

children, which are different from adults. The characteristics cover their ways of thinking,

their attitude, their aptitude, et cetera. They also prevail to the children’s ways of learning

language. This, of course, influences the ways of teaching them. To give the best quality of

teaching English to the children, the teachers should know and understand them (cited

fromhttp://peni.staff.uns.ac.id/2008/10/10/young-learner-characteristics/).

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CHAPTER IV

FINDINGS

4.1 Findings

Every time adult learners see a child who speaks a foreign language fluently, the learners

regret not having started learning the foreign language earlier because the learners' speech

necessarily involves a foreign accent. It is widely believed that the earlier people start

learning a second language, the more successful they will be. If there is 'a period, during

which language can be acquired more easily than at any other time (Richards, Platt and Platt

1992:92),' language learning after that period should be more difficult.

It is related with the findings of the researcher through this mini research. The researcher

found that it is very essential to motivate children to learn English since their children age.

Giving material which is relevant with their live is applicative for them. Applicative material

is easy to be implemented anywhere, anytime and with anyone. One of the applicative

materials found useful to be learnt since children age is “introduction material” which is

now given in the senior high school level.

It is also found that teaching introduction material to the fourth grade students of

elementary school brings many advantages to its students. They are able to make people

know who they are to say in English. Since it is very applicative material, it is going to be

hard for them to forget this material. There are no longer the words of “English is hard”

which make students reluctant to learn English. Showing easier material makes them have

big enthusiasm to learn English which lead them to the betterment of their English

especially on the speaking ability that the researcher concern from the very first beginning.

The disadvantages also found in this experimental research, after having an easy material, it

is difficult to move them to the next stage which is not interesting for them.

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From the data collected, we found a very significant value (shown in percentage) of

motivation gained by the elementary and the senior high school students. The children

aged- students show that this introduction material attracts them to learn English again and

again. In contrast we found less interest from the senior high school students. They tend to

be boring in the class which makes it run ineffectively. The result also shows that most of

them already recognize well “how to introduce”.

The last, the researcher found that the students of elementary school need this material

more than the students of senior high school. According to the condition above in the first

paragraph, it is important for them to learn English since children age. So, the introduction

material, in term of motivating children in the earlier age to speak English for the sake of

learning effectiveness, is more needed to be share in the fourth grade of elementary school.

After completing this research, the researcher also found a cycle exists. Based on the

researchers’ observation, most of teachers come to the classes without big plan on how

they are going to teach. The big plan in this case is not simply as the lesson plan. Teachers

need to develop an overall plan that covers the entire aspects of learning processes. In

status quo, teachers generalize the students’ capabilities and performances that make them

restricting students right to gain more knowledge in the class. What teachers demanded is

only the students understand what they have explained in classrooms. Expecting students to

obtain high scores in his/her lesson is usual. No more educative practice. No wonder if the

education does not increase significantly. One thing that seldom to be touched is to build

students motivation; how to make the students attractively involve in the English learning

process. Students are commonly forced to be active in the classroom without any stimulant

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Stimulation (introduction material)

before. Stimulant to increase the students motivation to speak English are rarely thought by

teachers.

Then this research comes up with a new cycle above, motivation cannot be built without the

existence of the stimulant. The stimulant can be everything. The ways teachers deliver the

materials, even the materials itself can be the stimulant to build students motivation. Why

the motivation becomes so important by the way, stated by Harmer 1998, while real

motivation comes from within each individual, young learners rarely have clear motivation;

they may come to class simply taking it for granted, or because they like the teacher. So,

through studying the elementary students’ performances in the classroom, the researchers

determine that materials play important role in stimulating students’ motivations.

The introduction material is considered as an applicative and relevant material for children

and their lives. Then, implementing it in the classroom, and providing appropriate method

to improve it made the students feel interested in learning this. This interest, then, leads

them to practice more and more since it is can be performed easily. This motivation will

encourage them to perceive the next materials for sure with more enthusiasm perhaps.

The more practice done makes them has a good ability in speaking English; it is then the

next motivation for them. Added by the compliments from others, just affect nicely to their

motivation to speak English.

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CAHAPTER V

CONCLUSION AND RECOMMENDATION

5.1 Conclusion

To sum up, it is very important for the Indonesia government to pay more attention on how

children learn language and how to meet the learner needs. In accordance with the result,

the researcher expects that the government be willing to reconsider the education policy.

Since the result of this mini research prove to you that the English material given to the

students in various levels does not meet yet the need of the students.

Another thing which is important is that students should be able to use the language since

the earlier age. Then they will not have any barrier to learn it in the adult age. Giving the

easy material and motivate them from the children age should be done well to increase

their willingness in learning language.

5.2 Recommendation

Based on the findings of the study, the researchers recommended it for three parties who

are taking part in the flow of education. Thus, it is addressed for the government, teachers,

and students.

First, the government is suggested to be more selective in deciding the materials given from

each level of education. The researchers suggest that the material should touch the nature

of learners in order to make them eager to learn English better. The materials themselves

are emphasized as such kind of applicative materials which are appropriate to be

implemented not only in the teaching learning process but also in students’ daily life. The

students are hopefully able to apply it everywhere, every time, and with everyone they deal

with.

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To English teachers, the researchers have a big expectation of the betterment on their ways

of teaching. They should be able to find an effective ways of teaching certain materials in an

attempt to raise students’ motivation. In addition, teachers are expected to be able to

organize the intended materials into the useful one by giving them a relevant method in

delivering the material. Teacher education therefore must urgently provide better models

for teaching English. The students’ perceptions toward the materials given should be in

positive ways, don’t let the students perceive that the material being present means

nothing for them, for their lives, just because the teachers give no feedback to the students.

It is what we called as meaningful learning.

Regarding students as the main subject of this research, it is also recommended for them

not to be rebel in receiving the material. Whatever the material given, they must be able to

take more advantages. They must enable themselves to engage well with any material they

got.

Moreover, for the recommendation of further study, the researchers suggest other

researchers who have a big concern in enhancing students’ motivation to focus on more

specific detail since this study has a limited setting; it may not be appropriate to be

implemented in other settings.

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_________. Motivation. (http://www.pickthebrain.com/blog/21-proven-motivation-tactics/, accessed on June 24, 2009).

_________. Motivating Learning in Young Children.

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