THE EFFECTIVENESS OF MAKING A SIMPLE TELEVISION ADVERTISEMENT
TO IMPROVE STUDENTS’ MOTIVATION IN TEACHING SPEAKING PROCEDURE TEXT
(An Experimental Research at the Seventh Grade of SMP N 1 Wirosari Grobogan in Academic Year 2010 / 2011)
THESIS
Submitted in Partial Fulfillment of the Requirement For Gaining the degree of Bachelor of Islamic Education
in English Language Education
By:
UMIYATUN
Student Number: 073411042
EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES WALISONGO SEMARANG
ii
THESIS PROJECT STATEMENT
I am, the students with the following identify:
Name : Umiyatun
Student Number : 073411042
Department : English Language Education
Certify that this is definitely my own work. I am completely responsible for the content of this thesis. Other writer‟s opinion or finding included in the thesis are quoted or cited in accordance with ethical standards.
Semarang, 27 November 2011
The writer,
iv
ADVISOR NOTE Semarang, November 2nd 2011
To
The Dean of Education Faculty
Walisongo State Institute for Islamic Studies
Assalamu’alaikum wr. wb
I inform that I have given guidance, briefing and correction to whatever extent necessary of the following thesis identification:
Title : The Effectiveness Of Making a simple Television Advertisement to Improve Students‟ Motivation In Teaching Speaking Procedure Text (An Experimental Research at the Seventh Grade of SMP N 1 Wirosari Grobogan in Academic Year 2010 / 2011)
Name of Student : Umiyatun Student Number : 073411042 Department : Tadris
Field of Study : English Language Education
I state that the thesis is ready to be submitted to Education Faculty Walisongo State Institute for Islamic Studies to be examined at Munaqasyah session.
v
ADVISOR NOTE Semarang, October 27th 2011
To
The Dean of Education Faculty
Walisongo State Institute for Islamic Studies
Assalamu’alaikum wr. wb
I inform that I have given guidance, briefing and correction to whatever extent necessary of the following thesis identification:
Title : The Effectiveness Of Making a simple Television Advertisement to Improve Students‟ Motivation In Teaching Speaking Procedure Text (An Experimental Research at the Seventh Grade of SMP N 1 Wirosari Grobogan in Academic Year 2010 / 2011)
Name of Student : Umiyatun Student Number : 073411042 Department : Tadris
Field of Study : English Language Education
I state that the thesis is ready to be submitted to Education Faculty Walisongo State Institute for Islamic Studies to be examined at Munaqasyah session.
vi Advertisement‟ in teaching speaking procedure text to improve students‟ motivation in teaching speaking procedure text. The problem of this research can be stated as follow: How effective is “Making a simple television advertisement” to improve students‟ motivation in speaking procedure text at the seventh grade students of SMP N 1 Wirosari-Grobogan in academic year 2010/2011?
This research was an experimental study, applied a treatment that was controlled. The numbers of the subject were 40 both in experimental class and control class. They were VIIF as the experimental class (the students who were taught by making a simple television advertisement) and VIIE as the control class (the students who were taught by conventional method). The techniques of data collections were observation and questionnaire; they were taken to know the students‟ motivation in speaking procedure text before and after the experiment. The questionnaire was given before and after the treatment while the observation was conducted during the classroom activity in experiment and control class. In this study, the main data was gained by observation, because the improving students‟ motivation could not be identified only by answering the questionnaire, but also could be seen from their attitude, their activity and their response answered the teacher‟s question in the classroom activity.
Based on the observation score, there were differences result between the students in experiment class and control class. The average score in experimental class was 58,63 and in control class was 53,35. Then to know the significant differences of experimental and control class, the data above was calculated using t-test formula and compared with t-table (78;5%)=1,99. The result of t-count was 7,72, it meant the result of t-count was higher than t-table and there were significant differences result between students‟ in experiment class and control class. So, the students‟ motivation in teaching speaking procedure text in
experiment class was better than the students‟ motivation in teaching speaking procedure text in control class. In conclusion, making a simple television advertisement in teaching speaking procedure text gave contribution to improve students‟ motivation and helped them to express their ideas in teaching learning speaking.
The Effectiveness Of Making a simple Television Advertisement to Improve Students‟ Motivation In Teaching Speaking Procedure Text (An Experimental Research at the Seventh Grade of SMP N 1 Wirosari Grobogan in Academic Year 2010 / 2011)
Umiyatun 073411042
The Effectiveness Of Making a simple Television Advertisement to Improve Students‟ Motivation In Teaching Speaking Procedure Text (An Experimental Research at the Seventh Grade of SMP N 1 Wirosari Grobogan in Academic Year 2010 / 2011)
vii
ACKNOWLEDGMENT Bismillahirrohmanirrohiim
Praise to the Lord Allah, for His Blessing and Guidance so the arrangement of this work can be finished. In addition some supports, cooperation, encouragement and assistance from a lot of people have contributed to this success. By wishing Alhamdulillahirobbil’alamiin and by giving high appreciation, in this occasion the writer would like to express her gratitude to:
1. Dr. Suja‟i, as the Dean of Tarbiyah Faculty
2. Siti Tarwiyah, S. S, M.Hum., as the Head of English Department, for all her
supports and permission to write this paper
3. Moh. Nafi‟ Annury, M. Pd., as the first thesis supervisor, who had guided carefully and patiently in completing and finishing this work
4. Ahmad Muthohar, M.Ag., as second thesis supervisor, who patiently guided and helped the researcher to finish this work. Thank very much for the first and second supervisor
5. Prof. Drs. H. Djamaluddin Darwis., as the researcher‟s lecturer guardian who have guided her since the first grade of her study up to the condition of almost being graduated as now. Thank very much for all your suggestions
6. Lectures in English department of Tarbiyah faculty for valuable knowledge, and guidance during the years of my study
7. Haslan, S. Pd., as the headmaster SMP N 1 Wirosari Grobogan who had allowed me to carry out the research in his school
8. Siti Fatimah, S. Pd., as the English teacher of, VIIE and VIIF who had helped me in conducting the research in their school
9. The students of 7th grade class E and F thanks for the cooperation, and also the school administration staff
10.My father and mother who always patient, care, support and maintenances the researcher to finish this work
viii
12.Kyai Amnan Muqoddam and Nyai Rofiqotul Makiyah AH, thank very much for your guiding, care dan praying
13.Her best friend (Risef, Ali, Warsiyah, Munir, Ilung), thank for your care, love, praying and assistance
14.All of her friends at English Department of Tarbiyah Faculty State Institute of Islamic Studies Walisongo Semarang who gave her a lot of assistance. Thanks a lot for cooperation
15.All of her friends at PPP Al-Hikmah (Siha, Santi, Umi, Muyas, Khofsoh, Indah, Nisak, Vida, Ipeh), thank a lot for your care and pray
16.All of her friends at Pondok Ina ( Dwi, Inox, Uut, Asyika, Erni)
17.Last but not least, those who cannot be mentioned one by one, who had supported her to reach her dreaming.
She realized that this research paper is far from being perfect because of her limited capability. Thus, revision, suggestion, and criticism are welcomed for the perfection of this work. She wishes this research paper would be useful and helpful to all readers. Amen
Semarang, October 27, 2011
The researcher,
ix
TABLE OF CONTENT
Page
Title……… i
Thesis Statement……… ii
Ratification Note……… iii
Advisor Note……….. iv
Abstract……….. vi
Acknowledgement………..vii
Table of Content………. ix
List of Appendixes………..xi
List of Table……….xiii
List of Chart……….xiv
Chapter I : Introduction………... 1
A. Background of the Research……… 1
B. Reason for Choosing The Topic……….. 4
C. Definition of Key Term………... 4
D. Research Question………5
E. Objective of The Study……….6
F. Pedagogical Significance………..6
G. Scope Of The Study……….7
Chapter II : Review of The Relater Literature………...8
A. Previous Research………8
B. Theoretical Review………..9
C. Hypotheses………..31
Chapter III : Research Investigation………..32
A. Research Approach……….32
B. Variable………..……….33
x
D. Source Of Data ………...35
E. Population and Sample………...35
F. Technique Of Data Collection………36
G. Technique Of Data Analysis………...37
Chapter IV : Research Finding ………39
A. Finding………..39
B. Discussion……….48
Chapter V : Conclusion and Suggestion………51
A. Conclusion………51
B. Suggestion………51
xi
LIST OF APPENDIXES
Appendix 1 School Profile
Appendix 2 List of Participants
Appendix 3 Questionnaire
Appendix 4 Questionnaire‟s Result in Experiment Class Before The Treatment
Appendix 5 Questionnaire‟s Result in Control Class Before The Treatment
Appendix 6 T-test Before The Treatment
Appendix 7 Group work in Experiment Class
Appendix 8 Lesson Plan in Experiment Class
Appendix 9 Lesson Plan in Control Class
Appendix 10 Procedure Text
Appendix 11 Students‟ Assignment in Experiment Class
Appendix 12 Attachment of Students‟ Result Assignment in Experiment Class
Appendix 13 Students‟ Assignment in Control Class
Appendix 14 Attachment of Students‟ Result Assignment in Control Class
Appendix 15 Questionnaire‟s Result in Experiment Class After The Treatment
Appendix 16 Questionnaire‟s Result in Control Class After The Treatment
Appendix 17 T-test
Appendix 18 Observation Sheet
Appendix 19 Scoring Guidance
Appendix 20 The Result of Students‟ Observation in Experiment Class
Appendix 21 The Result of Students‟ Observation in Control Class
Appendix 22 T-test
xii Appendix 24 Identification of Math Laboratory
Appendix 25 PASSKA Institute Certificate
Appendix 26 KKN Certificate
Appendix 27 Identification of Co-Curricular
Appendix 28 Score of Co-Curricular
Appendix 29 Identification of Advisor Appointment
Appendix 30 Pre-Research License
Appendix 31 Research License
Appendix 32 Research Identification
xiii TABLES
Table 1 The Similarities and Differences Characteristic between Procedure Text and Television Advertisement, 26
Table 2 Scoring criteria, 43
Table 3 Frequency Distribution of Experiment Class Before The Treatment, 40
Table 4 Frequency Distribution of Control Class Before The Treatment,41 Table 5 Frequency Distribution of Experiment Class After The Treatment, 43 Table 6 Frequency Distribution of Control Class After The Treatment, 44 Table 7 Scoring Criteria of Observation, 45
Tabel 8 Frequency Distribution of Observation score of Control Class During The Treatment, 46
xiv CHARTS
Hierarchy of need pyramid by Maslow, 20 Students‟ Score of Observation, 49
1 CHAPTER I
INTRODUCTION
A. Background of The Study
Language is a mean of communication among human beings. One standard definition of language, it is stated that a language is a system of arbitrary conventionalized vocal symbol, written or gestural symbol that enables member of a given community to communicate intelligibly with one another.1 Based on the definition, it can be said that the function of language is for communication, and it is very crucial in our life. Because of people communicate with other people in many sequences, such as giving an argument, persuading, or promising, and expressing their feeling to others. By this way, people can fulfill their daily need and can be survived in their life better.
As human we are taught to speak by using language. Allah decrees in the holy Kuran Surah Ar-Rahman: 3-4 as follows:
because mankind in the earth is generations after generation.
“And (remember) when your Lord said to the angels; “Verily, I am going to place (mankind) generations after generation on earth.”3
1
H. Douglas Brown, Principles of Language Learning and Teaching, (New York: Addison Wesley Longman. Inc., 2000), 4th Ed., p. 5.
2
A. Yusuf Ali, the Holy Kuran Text, Translation and Commentary, (USA: Amana Corp., 1983), p. 1472.
3
2 In the second surah above, the duty of mankind in the earth is to manage
and prospering,4 also take advantages of earth appropriate with the rules of Allah SWT. And all human is obligated learning all knowledges, and teaching what they have known in order to increase their prosperity in the earth during their life, includes learning a language as a tool of communication each other.
As a language, English appeals to be learnt and it becomes important in education because it has being International language or one of the main languages of international communication. In Indonesia, English is also a crucial subject. It is proven by the government, which has decided to use curriculum in which English has been taught from the elementary school, the junior high school and the senior high school and even some semesters at college level.
The main objective of English teaching and learning involves some components‟: grammar, vocabulary, and pronunciation, with the four basic competence skills: listening, speaking, reading and writing. Because English is not the first language; some of Indonesian students feel that English is difficult to be learnt. In addition, they face some problems when they want to master it. The problems come from inside (their selves/their motivation) and outside (the materials, the school, the media, family‟s support, etc.). But, there is no reason for us to stop learning something in our life, includes language, and people have to use their ability to learn language.
لاق ونع للها ًضز سنا نع
:
مهسو ويهع للها ًهص للهاىسز لاق
:
َعِجْسَي ًَتَّح للها ِمْيِبَس ًِف َىُهَف ِمْهِعْنا ِبًهَط ًِْف َجَسَخ ْنَم
(
ٌرمستّنا هاوز حيحص ثيدح
)
“Anyone who came out to search knowledge then he is on the path of Allah until death.” (H. R. Tirmidzi)5
The meaning of the Hadits above can encourage us to always learn and motivate us to master any knowledge that will make our life easier.
4
Departemen Agama, Al-Qur’an dan Terjemahannya Jilid 1, (Jakarta: Penerbit Lentera
Abadi), p.75
5
3 In other hand, English teachers commonly also face some problems when
they teach English. For example when they want to get maximum result as the time limited, English teachers have to try hard to pay attention on developing their own mastery of English, their students‟ linguistic competence and the best method of teaching English which appropriate with their students‟ condition. The choosing of certain method used in class should be suited with the goal of teaching learning process based on the curriculum also, as the right method will result the better achievement.
لاق ونع للها ًضز سابع نبا نع
:
مهسو ويهع للها ًهص للهاىسز لاق
:
ٌتُكْسَّيهَف ْمُكُدَحَا َبِضَغ اَذإَف اوُسِفَّنُتاَنَو اوُسِسَّبَو اوُسِسَّعَتاَنَو اوُسِسَّيَواىُمَهَع
(
يزاجبناو دمحا هاوز حيحص ثيدح
)
“Teach and make it easy, do not make difficult, and please enjoy and do not make them run away and if one of you was angry, silent please.” (H. R Ahmad and Bukhari)6
Hadis above advises us to motivate students in the teaching learning process. English teacher should motivate students in order to make them happy in speaking English. Motivation needs to be given to students because they may learn to do something based on it. Giving motivation to students can be done in many ways for example: English teacher provide methods that motivate students to learn with good environment, Teacher built an interest classroom activity when teach speaking English or improve students‟ motivation in English and many others way.
In other condition, curriculum used by most school is Kurikulum Tingkat Satuan Pendidikan (KTSP) or School Level Based Curriculum in which the basic
language skill are taught and trained intensively based on genres and functional speeches. Genre is a type of written or spoken discourse.7 There are some types of genre. In Junior High School, based on KTSP, there four types of genre that must be learnt. There are Procedure text, Descriptive text, Narrative text, and Recount
6
Juwariyah, Hadis Tarbawi,p. 105
7
4 text. This study specifically will focus on teaching learning speaking procedure
text. Procedure is a text that shows a process in order. It is a kind of text which teaches about how to make something completely. Procedure text is dominantly structured with imperative sentence since it actually an instruction. This text usually explain the ingredient or material which is need, though sometime it is omitted, after that procedure text will explain step by step how to make the thing. Its social function is to describe how something is completely done through a sequence of series. The understanding of procedure text includes four skill; Listening, Speaking, Reading and Writing skill. Speaking is the most difficult skill because it needs a habit. Speaking procedure text has a purpose students can explain how to make something or how to do something completely, from the first step until it served, using their gesture and facial expression, so it will be comprehensible.
Sometimes, students has an idea in their mind, but difficult to express orally. This problem is also happened in SMP N 1 Wirosari. Low motivation of students, limited of time of the teacher, the environment is not billingual school, and many other problems that have been wrote in above are the reasons of this
condition. It is the reasons why the researcher will conduct this research. In this research, the researcher will use an alternative technique to improve students‟ motivation in learning speaking procedure text. The technique is “Making a simple television advertisement”. It is a kind of Video-Making activity. Using video in language learning process has some advantages. This activity will
influence their motivation in learning language speaking, especially in speaking procedure text. Most students show an increased level of interest when they have an opportunity to see language in use as well as hear it, and when this coupled with interesting tasks.8 The researcher hopes there will be significant changes through this research. It means that by this technique the students‟ motivation in learning speaking procedure text will increase.
8
5 B. Reasons For Choosing The Topic
There are two reasons for choosing the topic:
1. The researcher wants to know the motivation of students to speak in teaching procedure text
2. The researcher wants to know the effectiveness of making a simple television advertisement to improve students‟ motivation in speaking procedure text
C. Definition of The Key Term 1. Students‟ Motivation
Based on Oxford Advanced Learners‟ Dictionary, student is defined as a person who is studying at a college, polytechnic or university; boy or
girl who is attending schools; anyone who studies or who is devoted to the acquisition of knowledge.9Motivation is some kind of internal drive which pushed someone does things in order to achieve something. A cognitive view of motivation includes factors such as the need for exploration, activity, stimulation, new knowledge, and ego enhancement.10 In Webster New World Dictionary, motivation is an affecting; a motive; an inciting.11 On the other hand, motivation
is extent to which you make choices about goals to pursue and the effort you will devote to that pursuit.12 So, it can be said that students‟ motivation is students‟ motive to gain success of their goals especially the success of their learning goals by doing effort or doing their best to get it.
2. Making a simple television advertisement
„Making a simple television advertisement‟ is a kind of Video-Making activity that shows a process of how to make something or how to use something. It is the name of the alternative technique for teaching procedure text by making the students pretends to be an actor, actress, cameraman, and the director for promoting a product in order to make a simple television advertisement that the
9
, Jeremy Harmer, The Practice of English Language Teaching, p. 859.
10
Jeremy Harmer, The Practice of English Language Teaching, p.51.
11
David B. Guralnik, Webster New World Dictionary of the American Language, (NY: Warner Books, 1984), p. 393.
12
6 recording is done by using hand phone that has video facility. The video result
will be watched together by using LCD and a screen after transferring the data from hand phone to computer.
3. Teaching Speaking
Teaching is the activities of educating or instructing; activities that import knowledge or skill.13 Teaching is transfer of knowledge from teacher (who has knowledge) to the student (who does not have knowledge). Teaching speaking is giving speaking skill that is done by a teacher of English towards the students in order to have a good understanding or be capable to speak in English. Thus, the students can use the language to communicate efficiently with others. Here, teacher should create a situation that stimulates the class to practice speaking. Because speaking class needs creativity from the teacher, English Teacher have to be creative, innovative and being good motivator.
4. Procedure Text
Procedure is a text that shows a process in order. It is a kind of text which teaches about how to make something completely. Procedure text is dominantly structured with imperative sentence since it actually an instruction. Procedure text
usually explain the ingredient or material which is need, though sometime it is omitted, after that procedure text will explain step by step how to make the thing.
D.Research Questions
This study is intended to answer the question; How effective is “Making a simple television advertisement” in improving students‟ motivation in speaking procedure text at the seventh grade students of SMP N 1 Wirosari-Grobogan in academic year 2010/2011?
E. Objective of The Study
The objective of the study is to identify the effectiveness of “making a simple television advertisement” to improve students‟ motivation in speaking procedure text.
13
7 F. Pedagogical Significance
Hopefully, this research can give contribution in the teaching speaking technique, and also can be analized and improved so will stimulate another better technique of English Speaking. Based on the objectives of study, the significance of the study can be started as follows:
1. For SMP N 1 Wirosari
This thesis can be an additional referrence in the library of SMP N 1 Wirosari. It also can contribute a new technique in teaching speaking English. 2. For Teacher
By doing this research, the researcher hopes that the output of the study will be useful developing English teaching in Junior High School, especially in teaching speaking procedure text. By “Making a simple television advertisement”, the researcher hopes it can motivate students to speak English, especially in speaking procedure text. So, the students will get better achievement.
3. For Students
Making a simple television advertisement is an alternative technique in teaching English procedure text, especially in speaking, hopefully the students
will improve their motivation in speaking English.
G. Scope Of The Study
To limit the scope of the study, the researcher will only discuss such as follows:
1. This study will be done in the VII Grade students of SMP N 1 Wirosari Grobogan in the academic year of 2010/2011.
8 CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous Research
There are some researches done to improve students‟ speaking motivation, such as:
1. A study by Umi Hani Al Habsy (3104269), English Department in Tarbiyah Faculty, Institute State for Islamic Studies Walisongo Semarang. (3104269). Her title is Improving Students’ Motivation in Speaking by Using Storytelling with sentence card Game in Teaching Speaking (A Classroom Action Research with XI IPS 2 of MAN Pemalang in the Academic Year of 2008/2009).
She analyzed the use of „Storytelling With Sentences Card Game‟ to improve students‟ motivation in speaking. From her research, The use of
„storytelling with sentence card‟ is effective in improving students‟ motivation,
since besides game is amusing, it can carry out a supportive environment in the classroom. So, she can conclude that „storytelling with sentence card game‟ can
be considered and implemented as the medium in improving students‟ motivation to speak. This can be seen from students‟ activeness in speaking activity where in pre cycle their activeness Were only about 25%, it is so far from the minimum standard that should at least about 60%, but in cycle 1 it increased up to 45% became 70%. Moreover, in cycle 2, it has getting increased significantly up to 95% or having an improvement up to 25% from cycle 1. 1
2. Kartika Yudhasari (2201403592), an UNNES‟ student in her thesis entitled:
Games as Teaching Strategy to Improve Students‟ Speaking Ability (a Case of
Seventh Grade Students of SMP Negeri 13 Semarang in the Academic Year of 2007/2008).
The objectives of her study were to know the students‟ speaking ability before teacher applies games as a technique and to know if there is an
1
9 improvement after teacher applies games as a technique. Her thesis explained how
games can improve students‟ speaking ability, about the procedure, the results, the
advantages and the disadvantages of teaching speaking using games. She carried out a classroom action research. To find out the result of the research, she gave pre test before the treatment and gave the post test after that. She used a class
which consists of 41 students. In the pre test, students‟ achievement is 64.76%
less than criterion provided by Depdikbud where learning process can be said to be successful if students‟ achievement is 65% above. It means that the students had not mastered the material well. On the other hand, in the post test, the
students‟ achievement is 84.57%, which it means that the students‟ achievement
in learning speaking through games had a significant improvement.2
B. Theoretical Review 1. Speaking
a. General Meaning of speaking
In language teaching, people often talks about the four language skills (listening, speaking, reading, and writing) in terms of their direction
and modality language generated by the learners (in speech or writing) is considered as productive skill, and language directed learners (in reading or listening) is known as receptive skill.
Speaking is making use of language in an ordinary voice; uttering words; knowing and being able to use a language; expressing oneself in
words; making a speech.3 Moreover, in Webster New World Dictionary speaking is to utter words orally, talk; to communicate as by talking; to make a request; to make a speech.4
2
Kartika Yudhasari, Games as Teaching Strategy to Improve Students’ Speaking Ability
(a Case of Seventh Grade Students of SMP Negeri 13 Semarang in the Academic Year of 2007/2008).
3
A S. Hornby, Oxford Advanced Learners’ Dictionary of Current English, (NY: Oxford University Press, 1987), p. 827.
4
10 It can be said that, through speaking people can communicate easily,
because they can express what they are thinking automatically by using language in order to be understood by other people. They also can convey messages by using sounds or uttering words, or responding what their partners say or feel. There are many advantages when people communicate through verbal language:
1) To get, to give, and exchange information 2) To persuade and influence
3) To ensure understanding
4) To convey feelings, opinion, perception and ideas 5) To establish and enhance friendship
6) To improve public relation
7) To start action and implement activities 8) To provide therapeutic effect
b. Language Features of Speaking
Speaking skill is seen as somewhat difficult for some language learners. Here, a speaker should at least pronounce the words well, choose
the suit dictions, and try to do grammatically correct though, perhaps in any cases, it is common when a speaker speaks without having good attention at accuracy or fluency. Brown says that there are eight characteristics of spoken language can make oral performance easy as well as, in some cases, difficult:5
1) Clustering
Fluent speech is phrasal, not word by word. Learners can organize their output both cognitively and physically through such clustering.
2) Redundancy
The speaker has an opportunity to make meaning clearer through the redundancy of language. Learners can capitalize on this feature of spoken language.
5
11 3) Reduced forms
Contractions, elisions, reduced vowels, etc., all form special problems in teaching spoken English. Students who don‟t learn colloquial contractions can sometimes develop a stilted, bookish quality of speaking that in turn stigmatize them.
4) Performance Variables
One of the advantages of spoken language is that the process of thinking as you speak, allows you to manifest a certain number of performance hesitations, pauses, backtracking, and corrections. Learners can actually be taught how to pause and hesitate. For example, in English our
“thinking time” is not silent; we insert certain “fillers” such as uh, um, well, you know, I mean, like, etc. one of the most salient differences between native and nonnative speakers of a language is in their hesitation phenomena.
5) Colloquial Language
Make sure our students are reasonably well acquainted with the words, idioms, and phrases of colloquial language and that they get practice in
producing these forms. 6) Rate of Delivery
Another salient characteristic of fluency is rate of delivery. One of our tasks in teaching spoken English is to help learners achieve an acceptable speed along with other attributes of fluency.
7) Stress, Rhythm, and Intonation
This is the most important characteristic of English pronunciation. The stress-timed rhythm of spoken English and its intonation patterns convey important messages.
8) Interaction
12 This analysis shows how easily speaking skill can be
accommodated within this particular view of language. When a teacher asks students to use the spoken language in the classroom, he/she needs them to take part in a process where not only involves a knowledge of the target language, but also a general knowledge of interaction between the speaker and hearer in order that meanings and negotiate meanings are made clear. For example, the hearer may respond or give feedback as to whether the hearer has understood or not what the speaker has just said. Among the elements necessary for spoken production are the following:6 1) Connected Speech
Effective speaker of English need to be able to not only to produce the individual phonemes of English (as in saying I would have gone) but
also to use fluent „connected speech‟ (as in I’d’ve gone). 2) Expressive Devices
Native speakers of English change the pitch and stress of particular parts of utterences, vary volume and speed, and show by other physical and non verbal (paralinguistic) means how they are feeling (especially
in face-to-face interaction). The use of these devises contributes to the ability to convey meaning.
3) Lexis and Grammar
Spontaneous speech is marked by the use of a number of common lexical phrases, especially in the performance of certain language
functions.
4) Negotiation Language
Effective speaking benefits from the negotiatory language We use to seek clarification and to show the structure of what We are saying. We often need to ask for clarification when We are listening to someone else talk. For students this is especially crucial. A useful thing teachers can do, therefore, is to offer them phrases such as the following:
6
13 (I am sorry) I did not catch that.
(I am sorry) I do not understand. What exactly does X mean?
Could you explain that again, please! c. Classroom Speaking Activities
There are things learner can not easily do, such as retrieving words at speed or achieving long, paus-free runs. This is because they lack certain skills. But, there are also things learners do not know, such as what to say in order to signal a changeof topic or how to respond appropriately to a difficult request, and this also inhibit their fluency. In this cases, they lack the knowledge. 7
Activities aimed at helping learners uncover these gaps (awareness activities). Some activities that can be used in speaking activities, which involve acting from a script, communication games, discussion, prepared talks, questionnaires, simulation and role play.8
1) Acting from a Script
Teacher can ask students to act out scenes from a play or their
course books by their own written dialogues. This can involve them to come out to the front of the class. However, it is better for teachers not to choose the shyest students first, and create the right kind of supportive atmosphere.
2) Communication Games
Games are used to make fluent speaking amusing. In „Fishbowl‟ for example, two students speak but at a prearranged signal one of the participants has to reach into the fishbowl and take out one of the many pieces of paper on which students have previously written phrases, questions, and sentences. They have to incorporate these into the conversation straight away.
7
Scott Thornbury, HowtoTeachSpeaking , Series Editor: Jeremy Harmer, (England: Longman, 2008), p. 41
8
14 3) Discussion
One of the best ways of encouraging discussion is to provide activities which force students to reach a decision, often as a result choosing between specific alternatives. The „buzz group‟ can be one way in creating discussion. Here, students have a chance for quick discussion in small groups before any of them are asked to speak in public. Because they have a chance to think of ideas and the language to express them before being asked to talk in front of the class, the stress level of that eventual whole-class performance is reduced.
4) Prepared Talks
Prepared talks represent a defined and useful speaking genre. Here student (or students) makes a presentation on a topic of their choice. Such talks are not designed for informal spontaneous conversation;
because they are prepared, they are more „writing like‟ than this.
5) Questionnaires
Questionnaires are useful because, by being pre-planned, they ensure that both questionnaire and respondent have something to say to
each other. Students can design questionnaire on any topic that is appropriate, the teacher can, besides as a resource, help them in the design process. The result of the questionnaires can form the basis for written work, discussions, and prepared talks.
6) Simulation and Role-Play
Stimulation and role-play can be used to encourage general oral fluency, or to train students for specific situations especially where they are studying ESP. Students stimulate a real life encounter as if they were doing so in the real world (such as a business meeting, or an interview). d. The Teachers‟ Role
15 Teachers need to play a number of different roles during the speaking
activities. Harmer states the roles as follow:9
1) Prompter: students sometimes get lost, cannot think what to say next, or in some other way lose the fluency we expect of them. We can leave them to struggle out of situation on their own, and indeed sometimes this may be the best option. However, we may be able to help them and the activity progress by offering discrete suggestion.
2) Participant: teachers should be good animators when asking students to produce language. Sometimes this can be achieved by setting up an activity clearly and with enthusiasm. At other times, however, teachers may want to participate in discussion or role play themselves. That way they can prompt covertly, introduce new information to help the activity
along, ensure continuing students‟ engagement, and generally maintain
creative atmosphere. However, in such circumstances they have to be careful that they do not participate too much, thus dominating the speaking and drawing all the attention to them.
3) Feedback provider: when students are in the middle of a speaking
activity, over-correction may inhibit them and take the communicativeness out of the activity. On the other hand, helpful and gentle correction may get students out of the mistakes or errors they have made.
In addition, teacher can also being a facilitator and mediator in the
students‟ learning process.
1) Facilitator
When students face some probems in the speaking activity, they can consult to their teacher and as a teacher must help stuedents find their problem solving or solution. And also facilitate what are needed in the teaching learning process.
9
16 2) Mediator
Teacher can provide some topic in the classroom that must be discussed or must be learnt. And become the mediator if there are some different opinions or question about the ralated materials.
Teacher needs to play number of roles in the classroom, according to the method used, because this can effect not only the class environment but also make the students feel enthusiastic in attending his/her class.
e. Methods in Teaching Speaking
There are some methods in teaching speaking, such as follows: 1) The Direct Method and Audiolingual
The direct method is used as a method when the goal of instruction become learning how to use a foreign language to communicate.10 In practice it stood for the following principles and procedur11:
a) Classroom instruction is conducted exclusively in the target language. b) Only every day vocabulary and sentences are taught.
c) Oral communication are built up.
d) Grammar is taught inductively.
e) New teaching points are introduced orally.
f) Concrete vocabulary were taught through demonstration, object, and picture; abstract vocabulary was taught by association of idea.
g) Both speech and listening are taught.
h) Correct pronunciation and grammar are emphasized.
These principles are seen in the following guidelines for teaching oral language. In addition, the method also suggests that language is seen as a set of grammatical rules and its vocabulary in real situations. Furthermore, in the Direct Method, the four skills: speaking, listening, reading, and writing reinforce another but oral communication is basic.
10
Diane Larsen Freeman, Technique and Principles in Language Teaching, (NY: Oxford University Press, 1986), p. 18.
11
17 On the other hand, in Audiolingual Method, language forms do
not occur by themselves; they occur most naturally within the context.12 Language learners are equipped with the knowledge and skill required for effective communication in a foreign language. The language learners are also required to understand the foreign people whose language they are learning and the culture of the foreign people.
2) Communicative Language Teaching (CLT)
Communicative Language Teaching is best considered an approach rather than a method. It refers to a diverse set of principles that reflect a communicative view of language and language learning and that can be used to support a wide variety of classroom procedure. CLT is regarded more as an approach since the aims of CLT are:
a) To make the communicative competence the goal of language teaching.
b) To develop procedures for the teaching of the four language skills that acknowledge the interdependence of language and communication.13
The emphasis on the communication makes the proponents of this
approach pay attention to functional as well as structural aspects of language. It is believed that no single set or procedures or texts that is accepted as typical procedures of CLT. Richards and Rodgers state that different people have interpreted the concept of combination of functional and structural aspects of language in different ways. For some,
CLT means an integration or grammatical and functional teaching while for others, the approach means using procedures where learners work in pairs or groups employing available language resources in problem solving tasks.
In some language teaching methods, such as Total Physical Response, beginning learners undergo period of listening to English before they begin to speak it. In such methods, the focus is on
12
Diane Larsen Freeman, Technique and Principles in Language Teaching, p. 39.
13
18 based activities. For instance, in Total Physical Response, learners
initially respond physically to spoken command from the teacher, rather than speaking themselves. In contrast, CLT, particularly from the high to beginning to more advanced levels, features more interaction based activities, such as role plays and information gap tasks (activities in which learners must use English to convey information to know them but not to their speaking partners). Pair work and group work are typical organizational features of interaction-based-lessons in Communicative Language Teaching.
2. Motivation
Motivation is needed for success: this is very important because it will encourage us to do something.
a. Definition
A cognitive view of motivation includes factors, such as the need for exploration, activity, stimulation, new knowledge, and ego enhancement. A
motivation is a state of a cognitife arousal which provakes a „decicion to act‟ as a result of which there is „sustained intellecttual and/or physical effort‟ so that the person can achieve some „previously set a goal‟.14
Motivation is some kind of internal drive which pushes someone to do things in order to achieve something. This definition is introduced in some theories, the most widely known are motivation to learn, to work, and get achievement. That will analuyze in this research is motivation to learn, it is a kind of internal and
eksternal drive which pushed students who are studiying about something to improve their attitude, generally is infuenced some supporting factors, they are15:
1) Desire to success
2) There is pushing of study 3) There are necessities in study 4) There is expectation in the future
14
Jeremy Harmer, The Practice of English Language Teaching, p. 51.
19 5) Appreciation in the learning process
6) There are attractive activities in the teaching learning process 7) Good learning environment
Motivation in second language learning is a complex phenomenon, which can be defined in terms of two factors: learners‟ communicative needs and their attitudes towards the second language community. If learners need to speak the second language in a wide range of social situations, or to fulfill professional ambitions, they will perceive the communicative value of the second language and will therefore be motivated to acquire proficiency in it. Likewise, if learners have favorable attitudes towards the speakers of the language, they will desire more contact with them.16
This is clear that, by being motivated, people can have an interest or a motive to reach their goals, and to fulfill their necessities. They will do their best to pursue what they want to reach. In this case, motivation is very significant factor in teaching learning process. Teacher may have a success in his/her teaching when his/her students are well motivated. Most of low motivated students failed in their study.
b. Types of Motivation
In learning, there are two kinds of motivation. 1) Extrinsic Motivation
Extrinsic motivation is a learning activity that occur from the
encouragement and someone‟s need that absolutely not related to the
activities of their own learning.17 It is caused by any number of outside factors. For example: the need to pass an exam, financial reward, good mark, etc.
Some opinions state that the concept of intrinsic motivation occurs when extrinsic motivation is fulfilled. Extrinsic motivation itself is basically a behavior that is driven by external forces of the individual. Individual
16
Patsy M. Lightbown and Nina Spada, How Languages are Learned, (NY: Oxford University Press, 1999), 2nd Ed., p. 56
17
Drs. H. Martinis Yamin, M.Pd., Profesionalisasi Guru dan Implementasi KTSP,
20 motivated extrinsically if that individual chooses an easy task, routine,
simple and predictable, working to get prize, depending on help of others, less confident to express their opinions, and using external criteria in determining success and failure.18
2) Intrinsic motivation.
Each of us is motivated by needs. Our most basic needs are inborn, having evolved over tens of thousands of years. According Maslow the underlying of human behavior are basic needs that can be arranged in a heararchy. The lowest level are physiological need (food, drink, sleep, cloth, shelter, etc), the next level are safety needs (stability, low, safe from fear, etc), Love and belongness needs, self-Esteem needs (achivement, competence, recognition, etc), and the most upper level are self-actualization needs.
Heararchy of need pyramid19
Students, as human beings also have various needs. Learning is a need in the fourth level of the based on the pyramid above, students will be highly motivated to learn when their first, second and third needs have been secured. But because students are still classified as children, not yet fully independent, their physiological, safety, love and belongness needs still guaranteed by their family and the environment, to get the needs of
self-esteem was also still affected by the environment, apart from the motivation from within themselves . Therefore, in this study, discussed that there are two factors that motivate students in learning, namely
18
M. Nur Ghufron & Rini Risnawati, Teori-Teori Psikologi, (Jakarta: Ar Ruzz Media, 2010), p. 84
19http://www.businessballs.com/maslow.htm
, Tuesday, 5 April 2011, 10.04
Self-actualization needs
Self-esteem need Love and belongness needs
Safety needs
21 intrinsic and extrinsic motivation.
Students are motivated to do a task are influenced by their intrinsic motivation and extrinsic motivation. Intrinsic motivation is an activity of initiated and continued learning, based on the appreciation of the need and encouragement that is absolutely related to the activation of learning.20 The importance factor in intrinsic motivation are enjoyment that shown when carrying out their duties without any compulsion. It comes from the individual itself. For example: the enjoyement of the learning process makes themselves feel better.
The existance of intrinsic motivation influenced by some factors, they are:21
a) Challenge
People are best motivated when they are working toward personally meaningful goals whose attainment requires activity at a continuously optimal (intermediate) level of difficulty.
b) Recognition
Learners feel satisfaction when others recognize and appreciate their
accomplishments. 22 c) Curiosity
Something in the physical environment attracts the learner's attention or there is an optimal level of discrepancy between present knowledge or skills and what these could be if the learner engaged in some
activity. d) Control
People have a basic tendency to want to control what happens to them e) Fantasy
Learners use mental images of things and situations that are not actually present to stimulate their behavior.
20
Drs. H. Martinis Yamin, M.Pd., Profesionalisasi Guru, p.163-164.
21
http: //education.calumet.purdue.edu/vockell/edPsybook/Edpsy5/edpsy5_intrinsic.htm,
Tuesday, 05 April 2011, 10.02
22
22 f) Competition
Learners feel satisfaction by comparing their performance favorably to that of others.
g) Cooperation
Learners feel satisfaction by helping others achieve their goals. c. The Function of Motivation
The function of motivation includes the following23:
1) Encourage the emergence of behaviour or act. Without motivation there will not be an act as learning.
2) Motivation serves as a director. It means that motivation drives to an act of achieving desire.
3) Motivation as the activator. This is like the engine that drives a car. The size of motivation will determine the speed of a job.
The theory of motivation is closely linked to the concept of learning. A lot of need is obtained from culture; need for achievement, need for affiliation, and need for power. When someone needs is very urgent, then they will try hard to motivate himself. Motivation is a crucial aspect in
teaching learning process. Without motivation, students can not do the best. d. Source of Motivation in the Learning Process
The motivation that brings students to the task of learning English can be affected and influenced by the attitude of a number of people. It is worth considering what and who these are since they form of the world
around students‟ feeling and engagement with the learning process.24 1) The society people live in
Outside any classroom there are attitudes to language learning and the English language in particular. How important is Learning of English considered to be in the society. In school situation, for example, is the language learning part of curriculum of high or low status? If school students offered the choice of two language to learn, which one
23
Drs. H. Martinis Yamin, M.Pd., Profesionalisasi Guru., p. 161-162.
24
23 would they choose?and why?
2) Significant others
From the culture of the world around students, their attitude to language learning will be greatly effected by the influence of people who are close to them. The attitude of parents and older siblings will be
crucial. The attitude of student‟s peers also crucial. If they are critical of the subject or the activity, the student‟s own motivation may sufffer. If they are enthusiasm learners, they may take the student along with them. 3) The teacher
Clearly a major factor in the continuance of student‟s motivation is the
teacher. 4) The method
It is vital that both teacher and students have some confidence in the way teaching and learning take palce. When either loses this confidence, motivation can be disastrously affected, but when both are comfortable with the method being used, success in much more likely.
e. Students‟ motivation in speaking
A student is defined as a person who is studying at a college, polytechnic or university; boy or girl who is attending schools; anyone who studies or who is devoted to the acquisition of knowledge.25 Motivation is defined as an affecting; a motive; an inciting.26 In addition, Brown states that motivation is extent to which you make choices about goals to pursue
and the effort you will devote to that pursuit.27
Therefore, it can be said that students‟ motivation is students‟ motive
to reach success of their learning and it can be reached with the effort to pursue the goals itself. The motivation can be gained not only from inside but also from outside. A cognitive view of motivation include factors such as the need for exploration, activity, simulation, new knowledge, and ego enhancement. Moreover, it divides it into two types; those are extrinsic
25
A S. Hornby, Oxford Advanced Learners’ Dictionary, p. 859.
26
David B. Guralnik ,Webster New World Dictionary, p. 593.
27
24 motivation and intrinsic motivation, which is motivation which comes from
outside and inside. Extrinsic motivation is caused by any number of outside factors, for example the need to pass the exam, the hope of financial reward. Intrinsic motivation, by contrast, comes from within the individual. Thus, people might be motivated by the enjoyment of the learning process itself or by a desire to make themselves feel better.28
Students in Junior High School level mostly have same problems in speaking procedure text, both influenced by their intrinsic and extrinsic motivation. Sometimes they have high intrinsic motivation but their extrinsic motivation do not support perfectly, can be from their school
environment or from their family. Some examples about students‟ problem
in their speaking motivation, such as students ashamed to speak English, difficult to memorize new vocabulary and confused with the order of noun phrase, etc. There is a possibility it is influenced by their intrinsic, for example there is no desire to reach their personally goals and extrinsic motivation, for example the method is bored, there is no examination, etc. In this case, there are three factors that influence their intrinsic and extrinsic
motivation; Students themselves and their invironment. Their environment consist of Family, School, and Society.
The reality, personal factors and environment factors are often mingle, so it is difficult to determine whether something is really influenced by the personal or the environment. Therefore, the motive of students to do
something, such as motive to speak up English in the classroom, can be developed, improved, or changed through learning and practice, in other word through the influence of environment.29
So that, the researcher thinks that intrinsic motivation is especially important for encouraging success of the students in language teaching learning process. Because, by having intrinsic motivation, a learner will not only feel the excitement in doing the learning process itself, or the
28
Jeremy Harmer, The Practice of English Language Teaching, p. 51.
29
25 willingness to make him/herself feels better, but it is very possible that by
the desire to learn something he/she will gain another goals, such as passing the exam, getting a job for the skill he/she has. In short, by having intrinsic motivation, it is possible that learners can also reach the extrinsic motivation.
3. Procedure text
Based on generic structure and language feature dominantly used, texts are divided into several types. They are narrative, recount, descriptive, report, explanation, analytical exposition, hortatory exposition, procedure, discussion, review, anecdote, spoof, and news item. These variations are known as GENRES.
At the seventh grade students of Junior High School level, there are two kinds of genre that should be learnt; descriptive and procedure texts. Includes four skill; listening, reading, speaking and writing. This study just will focus on the
students‟ motivation of speaking procedure text. Procedure text is kind of text which teaches on how to make something completely. Procedure text is dominantly structured with imperative sentence since it actually an instruction. Procedure text usually explain the ingredient or material which is need, though
sometime it is omitted, after that procedure text will explain step by step how to make the thing. The Generic Structure of Procedure Text are:
a. Goal: showing the purpose
b. Material: Telling the needed materials
c. Step 1-end: Describing the steps to achieve the purpose
Language Feature of Procedure are: Using temporal conjunction, using action verb, using imperative sentence, using simple present tense30
The visualization of procedure text can be watched in the television advertisement. It is because there are some interesting steps of how to use or how to make a product in order to make the viewers buy the product that is promoted in that television advertisement. But there are some differences too. The similar
30
26
and different characteristics of „making a simple television advertisement‟ and
procedure text can be seen as follows:
Table 1
The Similarities and Differences Characteristic between Procedure
Text and Television Advertisement
Elements Procedure Text Television
Advertisement
Social Function To tell how to use or how to make something in the form of wittent text.
To make the vierwers interested in the product that is promoted by describing how to use or how to make that product as well as they can.
Generic Structure Monolog
Present tense Imperative To the point
Prolog
(background or the reasons why we must use that product)
Explaining the
name of the product (indirect goal)
4. “Making a simple television advertisement” to improve students motivation in teaching speaking procedure text
a. A simple television advertisement
27 service and how that product or service could benefit the consumer, to
persuade a target market to purchase or to consume that particular brand. These messages are usually paid for by sponsors and viewed via various media. Advertising can also serve to communicate an idea to a large number of people in an attempt to convince them to take a certain action.31 Television advertisement is advertising that viewed via television. In this study, Television advertisement is a media, used in teaching learning process, and will help students acquire some materials. There are three major categories of media:32
1) Audio
Audio is a media that uses sound and voice to transfer message or can be listened.
2) Visual
Visual media is a media that would captivate visual sense eyes mostly. It can be in the form of picture, moving picture or animation, flash card, etc.
3) Audiovisual
Audiovisual media is a media that would captivatae visual sense eyes and uses also sound and voice. For example: Movie, Video, Television, etc.
Television advertisement is a kind of audiovisual media and in the end of the treatment will use video (also audiovisual media) to give
students feedback and correction. Why researcher chooses these media? There are six principles when we want to use a media in the teaching learning process , they are:33
1) The content of media must have significant relation with the lesson. 2) The use of media contributes to the teaching and learning process
significantly. This aspec will be seen in the result of this project.
31
http://en.wikipedia.org/wiki/Advertising, Tuesday, 29 March 2011, 11.38
32
Listiyaning S. And Zulfa Sakhiyya, Speaking for Instructional Purpose A Handbook,
(SMG: IKIP PGRI SMG Press, 2007), p. 48-59.
33
28 3) The cost or money spent is in accordance with the educational result
derived from its use
4) In choosing an audio visual media a teacher should take into account the environment or school where taecher teaches. This school, have a Language Laboratorium and computer Laboratorium.
5) A teacher should thing whether the media has been tasted to certain students and consider if the tested students are similar to the students whom he/she teaches
6) There are data providing that the students learnt accurately through the use of the media.
Using video (audiovisual media) in the teaching learning language process has some advantages:
1) Seeing language in use; one of the main advantages of video is that students do not just hear the language, they see it too.
2) Cross-Cultural awareness; video uniquely allows students a look at situation far beyond their classroom
3) The power of creation; when students use video cameras themselves
they are given the potential to create something memorable and enjoyable.
4) Motivation; for all reason so far mentioned, most students show an increased level of interest when they have a chance to see language in use as well as hear it, and when this coupled with interesting tasks.34
b. Making a simple television advertisement
Making a simple television advertisement is a video stimulation, it is a kind of Making-Video activity. This activities suggest ways in which the camera can become a central learning aid, as a result of which students work cooperatively together in the process and video-making activity. Because of work in group, this activity has some advantages, for examples:
1) Students are frequently observers of others.
34
29 2) Exchange of information is sometimes more natural in smaller-scale
interaction.
3) Each student has proportionally more chance to speak and therefore to be involved in language use.
4) Group work can promote a positive atmosphere or affective climate, as distinct from the more public and potentially threatening performence environment of the lockstep classroom.35
Actually there are disadvantages using group work in “Making a simple television advertisement” activity. They are follows:
1) Students‟ domination in group
If the class is devided into smaller units, there may be problems of group will influent by one students who talkactive in the group.
2) The teacher is no longer in control of the class
This problem includes of classroom management and will need long time to manage a class. The teacher has to work hardly to control their students in order that all students can practice this technique.
3) Not all students enjoy it since they would prefer to be the focus of the
teachers‟ attention rather than working with their peers.
Beside of these disadvantages, “Making a simple television
advertisement” uses audiovisual media, video, that has some good effects
when used in the classroom activity. Video can enhance simulation, not only because it can provide very telling feedback when students can watch
themselves and evaluate their performence, but also because the presence of a video camera helps to make media simulations (such as Television
Advertisement) more realistic. “Making a simple advertisement” activity
expect the students to use their imagination and creativity to bring a fresh dimention to their learning.
In this study, researcher selects procedure text as the focus of the lesson, combined with television advertisement programme. A particular
30 grammar and language features of Procedure Text also given to the students.
The researcher uses television advertisement in her treatment to improve
students‟ motivation in teaching learning speaking procedure text because
there are similarities between advertising and speaking procedure text. These are the social functions, generic structures and language features. The difference is that advertisement is aimed to promote their products.
The treatment sequences in this research are:
1) The researcher stimulates the students by giving them the general question about procedure text.
2) The researcher gives the students an example of Simple Television Advertisement Video.
3) The researcher lets the students discuss about the relation between a simple Television Advertisement Video and Procedure Text.
4) The researcher lets them practice making a Simple Television Advertisement.
5) In the end of the treatment, the teacher will give students feed back. c. Making a simple television advertisement to improve students‟ motivation
in teaching speaking procedure text.
Motivation is closely connected the behaviour of students in the classroom. When they are happy abaout something (English Lesson) they will maintain a sense of fun and will be motivated to do their duties properly. Success in learning is strongly influenced by the motivation, both
intrinsic motivation and extrinsic motivation. Teachers can help students find motivations in the learning classroom process, love English, speak up English, and interact with others using English, for this research, the material that is used are procedure texts. Some things that can be done
teachers to foster students‟ motivation are:36 1) Intrinsic motivation
a) Adjust the duty with interest b) The full variety of planning
36
