TECHNIQUES FOR MOTIVATING THE STUDENTS

IN LEARNING ENGLISH

Guided By :

Drs. Surono, M .Hum

Written By :

Diah Sri Lestari

04005001

PBI – D3

ENGLISH DEPARTEMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

AHMAD DAHLAN UNIVERSITY

YOGYAKARTA

2007

CHAPTER I

INTRODUCTION

A. Background of the problem

In Indonesia, English is the first foreign language that is taught from

elementary school until university. English as a school subject has been

introduced in elementary school because learning a foreign language is better

when it is done as early as possible. Brown (1980: 2) states that common

observation shows that children are “Better” language learners than adults.

Motivation is needed very much in language learning. Motivation is a

power which gives desire to the students so they have awareness that language

learning is their responsible. Motivation will be an important thing makes

students fall or success in their learning. They learn English because they want to

get a good mark and pass the exam, they don’t know that in learning English, it

will be success if they can use it, so the teachers should change this motivation by

giving spirit and information that English is very useful in order they will have an

integrated motivation. Students with an integrated motivation will have greater

success in learning English than those with merely instrument motivation, a

students with an integrated motivation will be active in improving this English not

only in class out of class as well.

According to Donn Byrne (1976:15) the motivation for the learners

should be pleasure, interest, and a growing confidence at being able to understand

the spoken language without reference to the written form. Beside, also factor a

learner to increase student motivation to drive student to active in learning

English language in the class. In learning process teacher and students can’t be

separated teacher need students and student does too. A good relationship

between teacher and students will influence in the result of learning process. If

there is a good relationship between teacher and students, they will feel

comfortable in the learning teaching process. To build a good relationship

between students and teacher, in the relation with the role of the students and the

role of teacher need cooperation and communication between them. Teacher does

everything that he can do to help the students to get what they want in other hand

students should tell what he want. So, the teacher knows what he should do. In

this case it will better if they take and give each other.

As a new subject, English is a new thing to elementary school students

who are taught the subject for the first time. Consequently, they have difficulty in

understanding the lesson material. The students who have known and understood

it before can answer the teacher’s question and they will be more active than the

students who do not know it before. They are inclined to keep silent and make

noise in the classroom.

In fact, English teaching learning process in unsuccessful in elementary

school. It can be seen from the result of the test of final examination in the school

which does not show satisfactory result. Maybe, it is caused by the low

motivation and interest in learning English. In relation with the English learning

process, there are many ways that can be used to get the high achievement.

Giving motivation and growing interest in learning is one of the ways to increase

the students learning achievement. It is expected that students will be more active

and they can complete with their friends to get high achievement.

Why are some students successful at language learning whilst others are

not? If we know the answer to that question the job at teaching and learning a

language would be easy. We do not, of course, but we can point to a number of

factor which seem to have a story effect on a students success or failure. One of

the effect is motivation. According to Jeremy Harmer (1991: 3) there are two type

of motivation which is concern with factors outside the classroom. The second,

intrinsic motivation which in concern with factors inside the classroom.

In order that the problem is more focused, it is necessary to limit the

problem such as, extrinsic and intrinsic motivation. The first, extrinsic motivation

which is concern with factor out our selves. The second, intrinsic motivation

which is concern with factors in our selves. For them what happens in the

classroom will be a vital importance in determining their attitude to the language,

and in supplying motivation, which we have suggested that it will be a vital

component in successful language.

B. Formulation of the Problem

Based on the limitation of the problem, the writer formulates the problem:

1 What can increase the students motivation in learning English?

2 What techniques can be used to motivate the students in learning English?

C. Significance of the Study

1. For Teacher :

a. To increase inspiration lectures to include the topic in learning teaching

English.

b. To drive in learning English motivate.

2. For Students :

a. To increase in learning English

b. To interest in learning foreign language

c. To motivate in learning English.

CHAPTER II

DISCUSSION

A. Definition of Motivation

Motivation is one of the psychological factors that give effect to language

learning. It is easy in second or foreign language learning to claim that a learner

will be successful with the proper motivation. Some addition to Mc Donald in

Soemanto (1990:173) Motivation is an energy change within the person

characterized by affective arousal and anticipatory goal reaction. From the

definition above motivation has three aspects the first, motivation is the beginning

of energizing changer from the person. The second, motivation is marked by the

affective arousal. The third, motivation is marked by the reaction to achieve a

goal. There are also Eggen and Kauchak (1994:427) State that motivation is a

force that energizes, sustains, and directs behavior toward a goal.

B. Learning Motivation

According to Brown (1980:160) motivation is probably the most

frequently used catch all term for explaining the success of failure of virtually any

complex task. It is easy to assume that success in any task is due simply to the

fact that someone is motivated” it is easy in second language learning to claim

that a learner will be successful with the proper motivation.

People involved in language teaching often say that student who really

want to learn will succeed whatever the circumstance is. All teachers can think of

situation in which certain “motivated” student significantly better than their peers.

They succeed in what appears to be an unfavorable condition. They succeed

despite using methods which experts consider unsatisfactory. In the face of such

phenomena it seems reasonable to suggest that the motivation that student bring

to class is the biggest factor affecting their success. Motivation is one of the

psychological factor that give effect to language learning. It is easy is second or

foreign language learning to claim that a learning will be successful with the

proper motivation.

There are two motivations, such as :

1. Intrinsic motivation, which is concern with factor in our selves.

2. Extrinsic motivation, which is concern with factor out our selves.

1. Intrinsic motivation which is concern with factor in our selves.

According Ahmadi and Supriyanto (1990:130-131) state that there are two

factor influence learning achievement, they are internal factor and external

factor. This is internal factor motivation such as:

a. Physical condition

Physical condition has a great effect on learning an can after a student’s

motivation either positively or negatively.

b. Method

The method by which students are tough must has same effect on their

motivation. If they find it deadly boring their probably de-motivated,

whereas if they have confidence in the method they will find it

motivating.

c. The Teacher

Where the student likes or not may not be very significant. What can be

said, is that the two teacher use the same method. The result can be vastly

different results.

d. Success

Success plays a vital part in the motivational drive of a student. It will be

the teacher’s job to set goals an tasks at which most of his or her student

can be success.

2. Extrinsic motivation which is concern with factor in out our selves

one of the best known studies of motivation in second/foreign

language learning was carried out by Gardner and Lambert in Brown

(1980:114-115). Motivation was examined as a factor of a number of different

kinds of attitudes. Two different clusters of attitudes divide two basic types of

motivation:

a. Integrative motivation

For this kind of motivation student need to be attracted by the culture of

the target language community (TLC), and in the strong form of

integrative motivation they which to integrate them selves into the

culture.

b. Instrumental motivation

This term describes a situation in which student believe that mastery of

the target language will be instrumental in getting them a better job,

position or status. The language is an instrument in their attainment of

such a goal.

C. English Learning

English Learning Achievement

The nature of English learning achievement learning. Learning is called a

process because it is formally comparable to other organic processes such as

digestion and respiration. The process of learning is doing, reacting, undergoing

and experiencing. Experiencing means living through actual situation and

reacting vigorously to various aspect of those situations. It can be conclude that

learning is an activity that result in a change to the individual in the learning. The

aspect of change are concerned with intellectual skills showing the extend of the

student’s capability. Learning is process of acquisition and extinction of

modification in existing organism through experience practice or exercise.

Factors Affecting English Learning Achievement, such as :

1. An active approach in learning task

2. A personal learning style or positive learning strategy

3. Willingness to practice

4. Willingness to use the language in real communication.

D. English Learning Motivation

In English teaching learning process is unsuccessful in elementary school.

It can be seen from the result of test or final examination in the school which does

not show satisfactory result. Maybe, it is caused by the low motivation an interest

in learning English. In relation with the English learning process, there are many

ways that can be used to get the high achievement. It is expected that student will

be more active and they can complete with their friends to get high achievement.

Define that learning is some as a relatively change in behavior or

performance that occurs as a result of experience, practice or exercise (Houston,

1976:25). There also a linguist Traphy (1976:4) define learning as a relatively

permanent change in behavior which occurs as a result of experience learning

represents a process by which on organism’s behavior is changed, but not all

changes are from learning.

E. Factors Influencing Learning Motivation

Learning achievement of a person or learners can be influenced by many factors.

Ahmadi and Supriyanto (1990:130-131) state that there are two factors influence

learning achievement, they are internal and external factors. Internal factor is the

factor that comes from inside of the person or learner. External factor is the factor

that comes from out side of the person or learner.

1. Internal Factors

a. Physical factor

b. Psychological factor

2. External factors

a. Social factor

b. Culture

c. Physical Environment

d. Spiritual Environment of security

F. Techniques for Motivating

Technique for motivating is very important to every teacher because the

motivating the students want to study hard and increase their mark. There are

have two kinds of motivations :

1. Direct motivation

Direct motivation is one of motivation which emerge straight from the teacher

to the student in the classroom.

For example : The teacher give a support when the student study in the class

2. Indirect Motivation

Indirect motivation is one of motivation which emerge doesn’t straight from

in the classroom but out class room.

For example : The teacher give a homework to the students

G. Ways of Motivating the Students

In general strongly motivated students with long-term goals are probably

easier to teach than these who have no such goals. For such students short-term

goals will often provide the only motivation they feel.

After we have a strong motivation the next step is how to increase the

motivation no to be lost. There are three main categories to increase motivation,

such as :

1. Try to get information as much as possible about that kind of activity. For

instance if we want to learn English, try get information as much as possible

about English. That information could be found from encyclopedia, teacher,

or even try to discuss with other who knows English as well.

2. Do the relevant thing or activity. It means that if we have strong motivation to

speak English well, we should do relevant things with English. For example,

we join the English course, etc.

3. Try to talk with the native speaker, so we know to speak English right

CHAPTER III

CONCLUSION

It can we conclude that English is important language used in this

globalization era. English is very important, because it is an international language

which is used as a means of communication with other people. Learning English

consider are boring and difficult, so used some techniques for motivating the students

in order to interest. The teacher will motivate the student so learn English with the

appropriate teaching techniques student will enjoy and have some fun to learn

English at their classroom, so they will feel that learning English is fun.

Factors Influencing Learning Motivation There are two factors influence

learning achievement, they are internal and external factors.

1. Internal factor is the factor that comes from inside of the person or learner.

2. External factor is the factor that comes from out side of the person or learner.

Technique for motivating is very important to every teacher because the

motivating the students want to study hard and increase their mark. There are have

two kinds of motivations :

1. Direct motivation

Direct motivation is one of motivation which emerge straight from the teacher to

the student in the classroom.

For example : The teacher give a support when the student study in the class

2. Indirect Motivation

Indirect motivation is one of motivation which emerge doesn’t straight from in

the classroom but out class room.

For example : The teacher give a homework to the students

The student more active with techniques for motivate from their teacher in

the classroom, such as :

1. Try to get information as much as possible about that kind of activity. For

instance if we want to learn English, try get information as much as possible

about English. That information could be found from encyclopedia, teacher, or

even try to discuss with other who knows English as well.

2. Do the relevant thing or activity. It means that if we have strong motivation to

speak English well, we should do relevant things with English. For example, we

join the English course, etc.

3. Try to talk with the native speaker, so we know to speak English right

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Harmer, Jeremy. 1991. The practice of English Language Teaching. London :

Longman.

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Sumanto, Wasti.1990 Psikologi Pendidikan, Jakarta : CV Rajawali

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