ENHANCING THE STUDENTS’ MOTIVATION IN LEARNING ENGLISH
Instrumental motivation means that the students will be interested because of a gift or punishment. Social motivation is done as an assignment or requirements to achieve something. Motivation for achievement means as a motivation to pass a grade or achieve a high score. Intrinsic motivation comes because of the students’ desire. Brophy adds that motives are relatively general needs or desires that energize people to initiate purposeful action sequences (2010:4).
Motivation is another affective variable that must be considered, but it is so central and has research foundations such decent universal to be included in a separate category here. As a versatile term most often used to describe the success or failure in almost any complex work, motivation is the main star in second language learning around the world (Douglas, 2008: 183).
Keller in Sugihartono, et al (2007) developed a set of principles of motivation that can be applied to the learning process that is referred to as a model ARCS. In this model there are four categories of motivational conditions that must be considered teacher for the learning process is doing interesting, meaningful, and to challenge students. These four are:
a. Attention
Students attention stems from curiosity. Therefore, this curiosity should receive a stimulus so that the students always pay attention to the subject matter presented by the teachers. So that the students are interested and pay attention to the subject matter presented, the teacher can convey the materials using various methods, always encourage the involvement of students in the learning process, and use many life-experienced examples in daily life to clarify the concept.
b. Relevance
Relevance suggests a link between the subject matter to the needs and conditions of the students. The student motivation will be maintained if the students consider what they have learned meet personal needs or beneficial and in accordance with values that they believed in.
c. Confidence
Feeling competent or capable is the potential to interact positively with the environment. Bandura (1977) developed the concept by proposing the concept of self-efficacy. The concept relates to a personal belief that he has the ability to perform a task that is a prerequisite for success. High self-efficacy will further encourage and motivate students to learn to persevere in achieving maximum learning. To maintain the confidence of students, the teachers can prepare learning activities, so it is easy to understand, organize learning activities into smaller parts, raise hopes for success with the stated requirements to succeed, and give constructive feedback during the teaching and learning process.
d. Satisfaction
The success in achieving the objectives will produce satisfaction, and the students will be more motivated to achieve similar goals. Satisfaction in achieving goals is affected by the consequences that are acceptable, both from within and from outside the student. To increase and maintain the students motivation, the teachers can provide reinforcement in the form of praise, giving a chance, and so forth.
YOUTUBE
There is an increasing trend towards using various social media both from a personal computer and mobile phone. Social media is more popular for the easy accessibility. The social media involved in this paper is YouTube. It has some primary features such as sharing, conversations, group, and reputation. Even a social media has some bad effects and contents, the teacher can filter the contents by using the appropriate keywords to browse the materials needed.
YouTube is the most frequently used social media tool in the classroom because the students can watch videos, answer questions, and discuss content, especially the content that relates to the materials given by the teacher. Additionally, the students can create videos to share with others. Sherer and Shea (2011) stated that YouTube increased participation, personalization (customization), and productivity. YouTube also has some others advantages for example it can improve the students’ digital skills and provide opportunity for peer learning and problem solving. Erick et al. (2012) found that videos kept students’ attention, improved their interest in the subject, and clarified course materials. Moreover, the students reported that the videos helped them remind information and visualize real world implementation of course theories.
In this case, YouTube is being used in English learning for the purpose of convenient communication with other students and potentially with others outside the class such as students of the same materials and moreover subject experts. This social media is that appropriate to be used for local teachers in the purpose of teaching pronunciation. It’s better to learn correct pronunciation with the native by listening to the audio in YouTube.
To get started using social media in teaching, these considerations may help the teacher to decide:
Do you wish to help students with their writing or reflection?
Do you wish to help students discover and discuss the very latest in breaking news and issues?
Do you wish to help students share articles and discuss it?
ENGLISH LEARNING
Based on my experience teaching in an English Course, YouTube is a media which is applicable to be used General English classes.Generally, in English teaching and learning, there are 4 skills namely listening, speaking, reading, and writing. All those skills have to be taught to the students in a course. Although, they can not be implemented in one meeting, they can be done during the course.
Every skill has different methods and tools used in the classroom. The tools or facilities also depend on the institution. It is common that nowadays every institution has sophisticated tools, including internet connection.
Within this paper, the skills taught using YouTube are only listening and speaking. Listening on YouTube can be an alternative instead of using an audio recording provided by the institution. The students were so excited when the teacher uses something they like to be used in an English learning.
They really want to know what they can do with YouTube. So far, they use it only as entertaining media.
The first step is the teacher should think about is the materials. Actually, the textbook is still used to introduce the material for every meeting. It is also completed with some exercises. Based on the syllabus, one unit of the textbook is used for one meeting, but it is possible for the teacher to make an improvement. It depends on the students’ ability. Most of the teacher have prepared another worksheet with same materials on the syllabus for that meeting, so the teacher does not have to go to the next unit to spend the time left.
The other worksheet can be an exercise, a game, a quiz, or another activity. Those activity have to be supported with tools. The easiest tool that can be found is social media, YouTube. Having finished doing exercises from the textbook, the teacher browses YouTube with certain keywords. So, the teacher is the determiner to choose the video on YouTube. Before watching the video, the teacher gives a short explanation to the students about what they have to do.
This is a brief experience that the teacher have done. The material is about present perfect tense.
The students learnt about the formula for positive, negative, and interogative sentence from the textbook.
Then, they practiced it by doing the exercises. As an additional activity, the teacher opened YouTube site and asked the students about some popular songs. The teacher decided the song that they will listen to and asked the students to listen carefully and wrote some of the verbs using present perfect tense in the lyrics of the song.
Finally, after the students listened to the songs, they had to speak what they have heard and made another sentence using that verb(s). So, they did not only practice the reading and writing skill, but also listening and speaking. YouTube is really helpful to integrate all skills of English learning in a course.
Besides that, based on the observation, other advantage can be found by experiencing YouTube is that the students paid much attention to the teacher and materials given. They were excited and got high motivation to learn English by using a media that closes to their daily life. So, the elements of motivation also can be gathered in that course; the students get motivation, they get the relevance between the materials and their needs, they feel confidence because of them, and finally they get satisfaction in the learning process.
The other observations were also conducted in other classes of General English. Those classes were in doing different materials, so the teacher only had to find another video such as cooking videos, short movies, and speech. In these classes, the teacher asked the students to listen, make summary, and present the content of the video using their own words. The result of this observation is similar with the previous class. The students looked so excited and paid much attention to their assignment.
The second technique to obtain the data is conducting an informal interview. The interview was done in the classroom, accidentally while the students were doing their tasks. Some simple questions for example “do you know YouTube?”, “do you like it?”, “what do you usually watch on YouTube?”, “what song do you want to listen?”, and other questions related to the materials given.
CONCLUSIONS AND SUGGESTIONS
To sum up, this paper briefly proposes YouTube as a media in English learning since it can help the teacher to develop materials and to get the students into a fun activity. However, the teacher has to think about some considerations stated to avoid bad situation in the classroom.This social media is really helpful for local teacher, especially for speaking and listening skill. The experience showed that YouTube may bring out students motivation that consists of 4 elements of motivation: attention, relevance, confidence, and satisfaction.
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