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A LECTURER’S CRITICISMS AND THEIR IMPACT ON THE STUDENTS’ LEARNING MOTIVATION

(A CASE STUDY IN THE ENGLISH EDUCATION DEPARTMENT OF TEACHER TRAINING AND EDUCATION FACULTY OF UNIVERSITAS

SEBELAS MARET SURAKARTA IN THE ACADEMIC YEAR OF 2015/2016)

A THESIS

ANGGI PUTRI SURI WULANDARI

K2213005

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

UNIVERSITAS SEBELAS MARET

SURAKARTA

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A LECTURER’S CRITICISMS AND THEIR IMPACT ON THE STUDENTS’ LEARNING MOTIVATION

(A CASE STUDY IN THE ENGLISH EDUCATION DEPARTMENT OF TEACHER TRAINING AND EDUCATION FACULTY OF UNIVERSITAS

SEBELAS MARET SURAKARTA IN THE ACADEMIC YEAR OF 2015/2016)

A THESIS

ANGGI PUTRI SURI WULANDARI

K2213005

Submitted to the Teacher Training and Education Faculty of Universitas Sebelas Maret Surakarta to Fulfill One of the Requirements for Obtaining the Undergraduate Degree of Education in English Education Department

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

UNIVERSITAS SEBELAS MARET

SURAKARTA

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vi MOTTO

“Good people are like candles; they burn themselves up to give others light.” -Anonymous

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vii

DEDICATION

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viii

ACKNOWLEDGMENT

Alhamdulillahirabbil’alamin. All praises and thanks to Allah, the Almighty, for His blessings to me so that I can accomplish the writing of this thesis.

In this occasion, I would like to express my deepest gratitude and appreciation to both of my thesis supervisors, Drs. Muhammad Asrori, M.Pd. and Dwi Elyono, S.S., M.TransStud., PhD. for the invaluable experiences. Thank you for helping me to define myself as a researcher.

My gratitude to the Dean of Teacher Training and Education Faculty of Universitas Sebelas Maret Surakarta, Prof. Dr. Joko Nurkamto, M.Pd. as without his approval and permission, this study will never exist. My sincere gratitude is also extended to the Head of English Education Department of Teacher Training and Education Faculty, Teguh Sarosa, S.S, M.Hum., for the encouragement during my study in these semesters. I also gratefully thank to all of my lecturers for all of the knowledge shared.

To my lovely parents and brother, thank you for your everlasting love and support. To my mates, Widiyastuti, Galih, Noviana, Mahmud and Lintang, thank you for your continual support and for being my human diary as well. To EED 2013, thank you for all of your help, support, and unforgettable memories in the last four years.

Surakarta, March 2017

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ABSTRACT

Anggi Putri Suri Wulandari. A LECTURER’S CRITICISMS AND THEIR IMPACT ON THE STUDENTS’ LEARNING MOTIVATION (A CASE STUDY IN THE ENGLISH EDUCATION DEPARTMENT OF TEACHER TRAINING AND EDUCATION FACULTY OF UNIVERSITAS SEBELAS MARET SURAKARTA IN THE ACADEMIC YEAR OF 2015/2016). Thesis. Surakarta: Teacher Training and Education Faculty of Universitas Sebelas Maret. March 2017.

The aims of this study are: (1) to identify the types of criticisms used by the lecturer in the teaching learning process and how they are used; (2) to find out the purpose of the use of the criticisms and (3) to find out the extent of the criticisms affect the students’ learning motivation.

This research was conducted from November 2015 until June 2016 in the English Education Department of Teacher Training and Education Faculty of Universitas Sebelas Maret Surakarta. The source of data were events and informants. The data collection method used were observation and interview. The data were analyzed by using Qualitative Approach (Yin) which consists of compiling, disassembling, reassembling, interpreting and concluding.

The study produces three findings. The first finding is that the lecturer uses two types of criticisms in the teaching learning process. Those types of criticisms are constructive and destructive. In delivering the destructive criticisms, the lecturer tends to use You-statement method. Meanwhile, Sandwich method and Satire criticisms are used to deliver the constructive criticisms. The second finding is that the purposes underlying the use of the destructive criticisms are a) to make the students aware of their mistakes, weaknesses and their needs for learning; b) to make the students become autonomous learners; c) to make the students behave well in their manner, action, words and dressed properly; d) to make the students integrate the knowledge that they have learned to the other knowledge and to the real-life context; e) to make the students realize that a good score is not the main purpose of their learning and f) to make the students not underestimate the course. On the other hand, the purposes behind the use of the constructive criticisms are a) to compensate the impact of the destructive criticisms and b) to provide ways for the students in order to accelerate them to the next level. The third finding is that the criticisms strongly affect the learning motivation of the students who are extrinsically motivated. They see the criticisms as one of their sources for their learning motivation. The students who are intrinsically motivated consider the criticisms just as a reminder. Their learning motivation are not controlled by the criticisms.

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ABSTRAK

Anggi Putri Suri Wulandari. KRITIKAN DOSEN DAN DAMPAKNYA TERHADAP MOTIVASI BELAJAR MAHASISWA (STUDI KASUS DI PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS SEBELAS MARET SURAKARTA TAHUN AJARAN 2015/2016). Skripsi. Surakarta: Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret Surakarta. Maret 2017.

Tujuan dari penelitian ini adalah: (1) mengidentifikasi jenis kritikan yang digunakan oleh dosen dalam proses belajar mengajar dan bagaimana kritikan tersebut digunakan; (2) mengetahui tujuan dari penggunaan kritikan tersebut; (3) mengetahui sejauh mana kritikan tersebut mempengaruhi motivasi belajar mahasiswa.

Penelitian ini dilaksanakan pada bulan November 2015 sampai Juni 2016 di Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret Surakarta. Sumber data penelitian adalah narasumber dan peristiwa. Teknik pengumpulan data yang digunakan adalah observasi dan interview. Data dari penelitian ini dianalisis menggunakan pendekatan kualitatif (Yin) yang terdiri dari pengumpulan, pemecahan, pengklasifikasian, penafsiran dan penyimpulan.

Penelitian ini menghasilkan tiga temuan. Temuan yang pertama adalah dosen menggunakan dua jenis kritikan dalam proses belajar mengajar. Jenis kritikan tersebut adalah konstruktif dan destruktif. Dalam menyampaikan kritikan destruktif, dosen tersebut cenderung menggunakan metode You-statement. Sementara itu, Sandwich method dan Satire criticisms digunakan untuk menyampaikan kritikan konstruktif. Temuan yang kedua adalah tujuan yang mendasari penggunaan kritikan yang destruktif adalah a) menyadarkan mahasiswa akan kesalahan, kelemahan dan kebutuhan belajar mereka; b) membuat mahasiswa menjadi pembelajar mandiri; c) membuat mahasiswa berperilaku sopan dalam bersikap, bertindak, berbicara dan berpakaian dengan baik; d) membuat mahasiswa mengaitkan ilmu yang sudah mereka pelajari dengan ilmu pengetahuan lain dan konteks kehidupan; e) menyadarkan mahasiswa bahwa nilai baik bukanlah satu-satunya tujuan utama dari belajar dan f) agar mahasiswa tidak meremehkan mata kuliahnya. Di sisi lain, tujuan dibalik penggunaan kritikan konstruktif adalah a) mengimbangi dampak dari penggunaan kritikan destruktif dan b) memberikan solusi bagi mahasiswa agar dapat mempercepat langkah mereka menuju tahap yang lebih tinggi. Temuan ketiga adalah kritikan tersebut mempengaruhi motivasi belajar dari mahasiswa yang termotivasi secara ekstrinsik. Mereka menganggap kritikan sebagai salah satu sumber motivasi belajar mereka. Mahasiswa yang termotivasi secara intrinsik menganggap kritikan hanya sebagai peringatan. Motivasi belajar mereka tidak terkontrol oleh kritikan.

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TABLE OF CONTENT

TITLE ...i

PRONOUNCEMENT ... ii

TITLE ... iii

APPROVAL OF THE CONSULTANTS ...iv

LEGALIZATION OF THE EXAMINERS ... v

MOTTO ...vi

DEDICATION ... vii

ACKNOWLEDGMENT ... viii

ABSTRACT ...ix

ABSTRAK ... x

TABLE OF CONTENT ...xi

LIST OF TABLES ...xiv

LIST OF APPENDICES ... xv

CHAPTER I INTRODUCTION ... 1

A. Background of the Study ... 1

B. Problem Statements ... 4

C. Objectives of the Study ... 4

D. Limitation of the Study ... 4

E. Benefit of the Study ... 5

CHAPTER II REVIEW OF THEORIES ... 6

A. Classroom Interaction ... 6

1. Definition of Classroom Interaction... 6

2. Teacher's Roles in Classroom Interaction ... 8

a. Teacher as a Controller... 8 b. Teacher as an Organizer ... 8 c. Teacher as an Assessor ... 9 d. Teacher as a Prompter ... 10 e. Teacher as a Participant ... 10 f. Teacher as a Resource ... 11

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g. Teacher as a Tutor ... 11

h. Teacher as an Observer ... 11

3. Aspects of Classroom Interaction ... 12

a. Teacher’s Talk ... 12 (1) Teacher’s Question ... 12 (2) Teacher’s Explanation ... 13 (3) Teacher’s Feedback ... 14 b. Student’s Talk ... 15 B. CRITICISM ... 17

1. The Nature of Criticism ... 17

2. The Impact of Criticism ... 20

3. The Types of Criticism ... 22

C. MOTIVATION ... 27

1. Definition of Motivation ... 27

2. The Types of Motivation ... 29

3. Factors Affecting Student’s Motivation ... 31

a. Anxiety ... 31

b. Attitude ... 31

c. Curiosity ... 32

d. Locus of Control ... 32

e. Learned Helplessness ... 33

4. Characteristics of Motivated Student ... 33

a. Hard-working ... 33

b. Perseverance ... 33

c. Intention ... 34

d. Independent ... 34

e. Insusceptible ... 34

D. Review of Related Study ... 35

CHAPTER III RESEARCH METHOD ... 36

A. Place and Time of the Study ... 36

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xiii

C. Subject of the Study ... 38

D. Object of the Study ... 38

E. Data and Source of Data... 39

F. Techniques of Data Collection ... 39

G. Techniques of Data Validation ... 39

H. Techniques of Data Analysis ... 41

1. Compiling ... 41

2. Disassembling ... 41

3. Reassembling ... 41

4. Interpreting ... 41

5. Concluding ... 41

CHAPTER IV RESEARCH FINDING AND DISCUSSION ... 42

A. Research Findings ... 42

1. Types of Criticisms Used by the Lecturer in the Teaching and Learning Process and How They Are Used ... 49

2. The Purposes of the Use of the Criticisms ... 57

3. The Extent of the Criticisms Affect the Students’ Learning Motivation ... 62

B. Discussion ... 70

CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTION ... 77

A. Conclusion ... 77

B. Implication ... 78

C. Suggestion ... 78

BIBLIOGRAPHY ... 80

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xiv

LIST OF TABLES

Table 3.1. Schedule of Research ... 36 Table 4.1. Data Presentation ... 42

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LIST OF APPENDICES

APPENDIX I Field notes ... 85

1. Field note of Observing Student A ... 85

2. Field note of Observing Student B ... 86

3. Field note of Observing Student C ... 87

APPENDIX II Interview Scripts ... 88

1. Interview Protocol with the Lecturer ... 88

2. Interview Protocol with the Students ... 89

3. Transcript of Interview with the Lecturer ... 90

4. Transcript of Interview with the Lecturer ... 113

5. Transcript of Interview with the Lecturer ... 116

6. Transcript of Interview with Student A ... 127

7. Transcript of Interview with Student B ... 130

8. Transcript of Interview with Student C ... 132

9. Transcript of Interview with Student A ... 136

10. Transcript of Interview with Student B ... 140

11. Transcript of Interview with Student C ... 143

12. Transcript of Interview with Student A ... 148

13. Transcript of Interview with Student B ... 149

14. Transcript of Interview with Student C ... 150

APPENDIX III Transcript of Teaching and Learning Process ... 151

1. Transcript of Teaching and Learning Process in Class A ... 151

2. Transcript of Teaching and Learning Process in Class B ... 154

3. Transcript of Teaching and Learning Process in Class B ... 155

4. Transcript of Teaching and Learning Process in Class A ... 158

5. Transcript of Teaching and Learning Process in Class B ... 160

6. Transcript of Teaching and Learning Process in Class A ... 163

APPENDIX IV Letter of Permission ... 165 7.

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