THE USE OF GAMES TO IMPROVE YOUNG LEARNERS’ MOTIVATION IN LANGUAGE LEARNING
IN BUMBLEBEE ENGLISH COURSE YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Gabriela Bunga Pramudhita
Student Number: 051214101
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
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THE USE OF GAMES TO IMPROVE YOUNG LEARNERS’ MOTIVATION IN LANGUAGE LEARNING
IN BUMBLEBEE ENGLISH COURSE YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Gabriela Bunga Pramudhita
Student Number: 051214101
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
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ABSTRACT
Pramudhita, G. B. 2010. The Use of Games to Improve Young Learners’ Motivation in Language Learning in Bumblebee English Course Yogyakarta.
English Language Education Study Program. Department of Language and Arts Education. Faculty of Teachers Training and Education. Sanata Dharma University.
There was problem found in the teaching and learning activity of young learners in Bumblebee English Course Yogyakarta. The problem was the lack of motivation to learn the target language. The indicators of having lack of motivation are (1) the students do not want to listen to the teacher and to other students, (2) the students talk a lot during the lesson, (3) the students are afraid of making mistakes, (4) some students seemed shy to express their tasks. By finding out the problem faced by the students in Bumblebee English Course Yogyakarta, the writer offers games technique as the solution in order to solve the problem. This technique is able to enhance motivation and suitable with the students’ ages. There is a question formulated in problem formulation: How does game improve motivation of young learners in Bumblebee English Course Yogyakarta?
Game is one of the techniques that can be applied to young learners when they have problem such as lack of motivation. In this study, games technique is the way to overcome the lack of students’ motivation in language learning. Game is fun and young learners like to play it. By playing it, the students can experiment, discover, and interact with their environment. Game also gives stimulus to the students to get high motivation in the learning process (Lewis and Bedson, 1999: 5).
The research method used in this research is classroom action research or CAR. CAR is expected to have learning improvement from the students in the classroom. In this study, CAR is applied in order to optimize the students’ achievement in developing motivation. CAR is a collaborative research which has plan, action, observation, and reflection. These four fundamental aspects of CAR have the important role to overcome the problem. Plan is the first step in classroom action research cycle which aims at finding the problem and offer the solution. Action is the continuity from the plan. The activities in the plan are applied in the action. Observation differs from action, even though it works in the same time. It aims at collecting evidence about the action. Reflection discusses the process of the problems or issues and the result of observation.
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Based on the result of the data analysis, there is conclusion that could be drawn. The use of games improves motivation of young learners of Bumblebee English Course Yogyakarta in language learning since the indicators of having motivation are achieved. Besides the conclusion, three suggestions could be drawn. They are for the students, the teachers, and further researchers. For the students, it is suggested to have games language learning outside the class so that they would have better learning. For the teachers, it is recommended that they could use games technique in order to improve the students’ motivation to learn a language. For further researchers, it is recommended to implement this technique in other school or English course.
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ABSTRAK
Pramudhita, G. B. 2010. The Use of Games to Improve Young Learners’ Motivation in Language Learning in Bumblebee English Course Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggrsis. Pendidikan Bahasa dan Seni. Fakultas Keguruan dan Ilmu Pendidikan. Universitas Sanata Dharma.
Dalam kegiatan belajar mengajar di Bumblebee English Course Yogyakarta, terdapat suatu masalah yang ditemukan pada para murid. Masalah yang ditemukan adalah kurangnya motivasi terhadap murid dalam pembelajaran bahasa target. Indikator dari kurangnya motivasi adalah (1) murid tidak mau menyimak perkataan guru maupun teman lainnya yang sedang bercerita atau memberi instruksi, (2) para murid lebih cenderung berbicara sendiri dengan teman lain saat pelajaran, biasanya membicarakan suatu hal yang tidak berkaitan dengan pelajaran yang sedang didiskusikan, (3) mereka biasanya takut membuat kesalahan, (4) beberapa murid ada yang masih sering malu untuk berbicara atau mengerjakan tugasnya. Setelah menemukan masalah yang dialami oleh para murid di Bumblebee English Course Yogyakarta, pernulis memberikan solusi untuk mengatasi masalah. Teknik ini dapat meningkatkan motivasi murid dan juga cocok dengan umur mereka. Terdapat satu pertanyaan yang dibuat dalam pertanyaan penelitian: Bagaimana cara teknik permainan meningkatkan motivasi para murid Bumblebee English Course Yogyakarta?
Permainan adalah salah satu teknik yang dapat diaplikasikan kepada anak-anak ketika mereka mempunyai masalah seperti kurangnya motivasi dalam pembelajaran. Dalam penelitian ini, teknik permainan adalah cara untuk menangani motivasi para murid dalam pembelajaran bahasa. Permainan itu menyenangkan dan anak-anak senang memainkannya. Dengan memainkannya, para murid dapat bereksperimen, menemukan sesuatu, dan berinteraksi dengan lingkungannya. Permainan juga memberikan rangsangan terhadap murid untuk mendapatkan motivasi yang tinggi dalam proses pembelajaran (Lewis dan Bedson, 1999: 5).
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mengumpulkan kenyataan yang terjadi dalam tindakan. Refleksi mendiskusikan proses masalah dan hasil dari observasi.
Dengan menerapkan teknik permainan, para murid diharapkan (1) dapat menyimak cerita atau instruksi dari guru maupun teman lainnya. Mereka juga diharapkan (2) dapat memberi respon yang baik dengan semangat. (3) Mereka tidak takut lagu untuk membuat kesalahan dan tidak malu untuk mengerjakan tugas mereka masing-masing. (4) Para murid dapat mengambil inisiatif untuk berpartisipasi di dalam kelas. Indikator-indikator tersebut menentukan apakah para murid termotivasi dalam pembelajaran bahasa atau tidak.
Berdasarkan hasil analisis, terdapat satu kesimpulan. Penggunaan teknik permainan meningkatkan motivasi sekelompok anak yang berusia 12-14 tahun di Bumblebee English Course Yogyakarta karena indikator dalam mendapatkan motivasi juga tercapai. Selain kesimpulan, beberapa saran juga dapat ditarik bagi para murid, guru, dan peneliti. Untuk para murid, mengingat bahwa teknik permainan baik untuk meningkatkan motivasi, mereka diharapkan untuk menerapkan teknik permainan di luar kelas agar mendapatkan proses pembelajaran yang lebih baik. Untuk para guru, mereka direkomendasikan agar memakai teknik permainan untuk para murid, khususnya anak-anak. Untuk peneliti, disarankan untuk mengimplementasikan teknik permainan ini di sekolah lain atau tempat les Bahasa Inggris lainnya.
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ACKNOWLEDGEMENTS
First of all, I would like to give thanks to Jesus Christ for His love, grant, mercy, grace and guidance for I had accomplished this thesis. He is the only one
of my power to do everything in my life. He has given me the strength to face the
obstacles I had in doing my research.
I would like to express my sincere gratitude for my sponsor, Christina Kristiyani, S.Pd., M.Pd., for giving me time to discuss my thesis and being so patient in correcting the mistakes I made.
My special thanks go to Sweet Suzi Maria, S.Pd. for allowing, helping, and supporting me to do this research in her English Course. I give thanks to my
students in Bumblebee English Course Yogyakarta, Gading, Lucky, Ayu,
Felicia, and Angga. I thank them for their cooperation during the research. May God bless them all in their study. I also thank Bumblebee English teachers,
especially Miss Wuri for answering my questions in interview session.
I dedicate my great gratitude to Mami and Papi for being patient and for
supporting me in finishing this thesis. I also give my thanks to my siblings, Gora,
Tiara, and Gibran. I give my big thanks to Vincensius Wikan for his great love and patience. I hope we can reach our dreams which will take us where we want
to go.
I thank my relatives and Wikan’s family for supporting and reminding me to finish this thesis. I give thanks for Kuncis, Sancrut, Imey, Molen, and Ayi
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have ever had in my life. I thank my friends, Indro, Andre, Dini, Nita, Sari, and Ruma. I thank them for supporting me in every single day.
I thank Esti Dewanti, Wuri Krisharyanti, Wuri Krissanti, Agustina Ari, Paulina Gupta, Ria Agatha and Desideria Araya for being my proof-reader. I thank them for being patient and careful to read and correct the mistakes
I made in my thesis.
I would also thank people who are not mentioned here. May God widen
His blessing to all of them.
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TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGES ... ii
PAGE OF DEDICATION... iv
STATEMENT OF WORK’S ORIGINALITY ... v
ABSTRACT ... vii
ABSTRAK ... ix
ACKNOWLEDGEMENTS ... xi
TABLE OF CONTENTS ... xiii
LIST OF TABLE ... xvi
LIST OF FIGURES ... xvii
LIST OF APPENDICES ... xviii
CHAPTER I. INTRODUCTION ... 1
A. Research Background... 1
B. Problem Formulation ... 4
C. Problem Limitation ... 5
D. Research Objectives ... 5
E. Research Benefits ... 6
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CHAPTER II. REVIEW OF LITERATURE ... 10
A. Theoretical Description ... 10
1. Games ... 10
b. Motivation Theories in Psychology ... 18
c. Language Learning Motivation ... 20
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C. Research Instruments ... 33
D. Data Gathering Technique ... 34
E. Data Analysis Technique ... 35
F. Research Procedure ... 37
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION ... 38
A. Cycle 1 ... 40
1. Plan... 40
2. Action ... 42
3. Observation ... 43
4. Reflection ... 46
B. Cycle 2 ... 48
1. Plan... 48
2. Action ... 49
3. Observation ... 50
4. Reflection ... 53
CHAPTER V. CONCLUSION AND SUGGESTIONS ... 55
A. Conclusion ... 55
B. Suggestions ... 56
REFERENCES ... 57
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LIST OF TABLE
Table Page
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LIST OF FIGURES
Figure Page
3.1 The classroom action research spiral ... 28
4.1 The action implementation of the Cycle 1 ... 47
4.2 The story guideline ... 49
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LIST OF APPENDICES
Appendix 1 Permission Letter ... 60
Appendix 2 Teaching Materials (Pictures and Rules of Games) ... 61
Appendix 3 Transcript of Interviews ... 73
Appendix 4 Personal Journals of The Students ... 80
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CHAPTER I INTRODUCTION
This chapter discusses the background of the study, problem formulation,
problem limitation, objectives of the study, benefits of the study, and the
definition of terms related to the study.
Research background covers the reason for choosing the topic. Problem
formulation describes the problems that will be discussed in the research. Problem
limitation is focused on the basic of the problems that are emerged. Objectives of
the study present the purpose of conducting the research. Benefits of the study
give information and solution for many people, including the writer herself. The
last part, the definition of the terms list is the meaning of certain terms applied in
the topic of the study.
A. Research Background
English language is studied by foreign language learners in formal and
non-formal education. In Indonesia, young learners need to master English
language because of the globalization era (Larsen and Long, 1991: 1). According
to Krashen, Long and Scarcella (1979), quoted by Larsen and Long (1991: 155),
since they are still young, it will be easier for them to learn a language.
Unfortunately, there are still obstacles to have good understanding of the
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Observation and interview session was conducted before the cycle was
applied. The observation and interview session were done in September 2009. By
observing the class and having interview informally, the writer found problem in
the teaching learning activity of young learners in Bumblebee English Course
Yogyakarta. The problem was lack of motivation to learn the target language. It
could be identified by their behavior in the class. First, the students did not want
to listen to the teacher when the teacher gave instruction or explanation. It also
happened to the other students when they were asked to speak. Second, the
students talked a lot during the lesson. They usually talked something out of the
lesson. Third, the students were afraid of making mistakes. Last, some students
seemed shy to express their task.
Lack of motivation can be from teachers and students. The teacher always
applied the memorizing technique. The students are usually given vocabulary lists
to be memorized in every meeting. There is no variation in the students’ learning
recently. Besides, it can be quite intimidating to see long lists of verbs that they
are expected to commit to memory (Intelegen Inc., 1995). Therefore, it is highly
recommended that the teacher gives kind of relaxation techniques, such as games,
to keep the students’ anxiety and stress away (Ragunathan, 2001).
By interviewing some students, memorizing technique made them bored
and unenthusiastic to learn the target language. This activity which is not varied
tended to make students noisy and not focused in the learning process. The
students have lack of motivation because they seemed afraid of making mistakes
Bumblebee English Course Yogyakarta was also interviewed. She said that there
were some students who were still shy and unconfident to do their task, for
example when the students were asked to answer the teacher’s question, they only
whispered the answer or did not speak at all.
Based on my experience teaching those students, there was indeed
problem in motivation. The students were lack of motivation, especially their
focus of attention. They often talked unimportant things during the lesson and
gave inappropriate responses. During my teaching, I applied storytelling technique
which was supposed to motivate the students to be better language learners. In
fact, storytelling could not help them to be motivated. Because of this experience
in this teaching storytelling, the researcher tries to solve the problem by applying
other techniques. In this study, the researcher uses games technique that is
considered by the researcher suitable for the students.
Game is chosen by the researcher because games is fun. According to
Setiyadi (2006: 179), language learning for young learners should be fun and
natural. Therefore, games technique is suitable for the characteristics of the
students. Playing games is a natural part of growing up and learning something.
Through games, young learners will experiment, discover, and interact with their
environment (Lewis and Bedson, 1999: 1).
By using games, the students can give appropriate and enthusiastic
responses and can take initiative to participate in class. They are also expected not
to be afraid of making mistakes and not shy anymore to ask the difficulties or
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motivation. By playing games, they want to listen even to the teacher or their
friends when there is an explanation, instruction, or story.
The students in this study are older children. They are about 12-14 years
old. They are categorized as young learners since they are not mature enough to
be called adolescent. They are also not classified as younger children. Young
learners are often thought that they are too young to be able to reflect what they
did and why they did something. Fortunately, in the young age, they can learn to
manage themselves in their own learning, especially at language learning (Ellis,
1999: 108). Young learners actually can do much more than they will do (Brown
cited by Ellis, 1999: 110).
To conclude, the students will have a greater and better understanding
about the target language if the technique is successful to be applied. This study is
conducted to find out the solution of improving students’ motivation in language
learning in Bumblebee English Course Yogyakarta.
B. Problem Formulation
The researcher would like to figure out how the research could help young
learners of Bumblebee English Course to improve their motivation in language
learning. There is a problem that will be discussed here. It can be formulated in
the following question.
How do games improve young learners’ motivation in Bumblebee English
C. Problem Limitation
This study is working on English Language Teaching. It focuses on the
developing students’ motivation. The students can be called motivated if the
criteria are achieved. They listen even to the teacher or their friends in which there
is explanation, instruction or story. They give appropriate and enthusiastic
responses to the lesson led by the teacher. They are not afraid of making mistakes.
They take initiative to participate in class.
The research will be implemented for Indonesian young learners in
Bumblebee English Course Yogyakarta. They are about 12-14 years old. They are
in grade 7, 8, and 9 in Junior High School. They are categorized as older children.
D. Research Objectives
The objectives of this research are to find out the solution of the problems
in students’ motivation in the language learning process faced by young learners
of Bumblebee English Course Yogyakarta and to optimize their achievement in
improving motivation. The solution is taken by using games technique in which
the technique is good and suitable for the students’ characteristics. In other words,
it is good for their motivation. After implementing the solution, it is expected that
the motivation of young learners in Bumblebee English Course Yogyakarta is
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E. Research Benefits
The result of this study will bring benefits for readers, students, teachers,
the writer, and researchers.
1. Readers
This study is presented for the readers to know the suitable technique of
teaching learning process to overcome young learners’ lack of motivation. Games
technique will make the students motivated to learn the target language.
2. Students
This study is expected to help the students, especially young learners of
Bumblebee English Course Yogyakarta, to develop their motivation. By using
games technique, the teaching learning activity can be done well since this
technique is appropriate with the students’ characteristic.
3. Teachers
This study is expected for teachers to be motivated to put or use games
technique in the class so that the students’ motivation is enhanced. This study also
reminds the teachers of young learners’ needs, which are fun and enjoyable, but
still on the track of learning.
4. Future Researchers
This study also has benefits for the other researchers. This study can
provide valuable and additional information in the implementation of further
F. Definition of Terms
There are several important terms related to this study. The terms are
defined in the following sentences.
1. Games
Young learners like playing games because games are fun. Game is an
activity in which the learners play and interact with their friends and the teacher. It
is also an activity that can entertain, engage, and challenge the students to do their
task (Wright, Betteridge, and Buckby, 2006: 1). According to Lewis and Bedson
(1999: 1), playing games is an important and natural part of growing up and
learning. Games facilitate young learners to experiment, discover, and interact
with their environment. Besides, games give variation to a lesson and increase the
students’ motivation. In this study, the researcher finds games material in order to
be applied to the students. The games could be applied in individual work, group
work, and class work.
2. Young Learners
In this study, young learners refer to the students who can be called older
children. They are called older children because they are not very young and not
adolescent yet. There are five older children who are in grade 7, 8, and 9 of Junior
High School. The learners join English Course in Bumblebee English Course
Yogyakarta. Their characteristics are almost the same. They like talking or
chatting by themselves during the lesson. There are two students in grade 7 and
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The students’ English proficiency is on average. They can make sentences
even though sometimes the sentences are not perfect. They know a lot of verbs,
such as simple present and simple past, but just a little for past participle.
Unfortunately, they are usually wrong when they spell the words. They can make
active sentences well, but not for passive sentences. Respondent C and E are in
grade 7. Respondent A and D are in grade 8. Respondent B is in grade 9. The
student in grade 9 has the same ability as the students in grade 8. The students in
grade 7 are as smart as the students in grade 8. Sometimes, the students in grade 7
are smarter than the student in grade 9.
3. Motivation
In this study, motivation relates to the students’ motivation in their
language learning. Motivation needs an action from someone until the goal is
achieved (Beck, 1978: 24). According to Murray (1938), quoted by Beck (1978:
317), if the motivation is considered for improving the achievement, there is a
tendency to overcome obstacles and do something difficult as well as possible.
Motivation can be defined as abstract definition but at least there are motives from
a person to do something in order to have the positive effects (Dornyei, 2001: 1).
He states that motivation has a very important role in determining the success or
failure in any learning situation (2001: 2). Therefore, having high motivation is
able to make students better for their learning process. In my study, motivation is
limited to performance or attitudes shown by the students in respond to the
4. Bumblebee English Course
Bumblebee English Course is a course program located in Yogyakarta. It
is a private course in which the students could request the content of the lesson.
The students in this English course are varied. There are private class and group
class. The group class is divided into three groups. The first group is the children
who are in ages of 6-8. The second group is the children who are 9-11 years old.
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CHAPTER II
REVIEW OF LITERATURE
This chapter presents two sub-chapters of discussion. The first sub-chapter
is the discussion on the theories related to this study, which is presented in
theoretical description. The second sub-chapter concerns with theoretical
framework. It summarizes all relevant theories related to the study.
A. Theoretical Description
In the theoretical description, the researcher discusses the theories related
to the research conducted for young learners of Bumblebee English Course
Yogyakarta. There are games, young learners, and motivation.
1. Games
a. Definition of Games
Games are always related to enjoyment, fun, and excitement. Lee (1965:
1) states that in language learning, fun and excitement can be profitable in every
place. Therefore, young learners are interested in something fun and excited.
According to Lewis and Bedson (1999: 5), games are fun and young learners like
to play them. By playing games, children can experiment, discover, and interact
with their environment. Games are good technique to have responses from the
listeners or children. It is stated by Ernst as follows.
According to Wright, Betteridge, and Buckby (2006: 1), game is an
activity in which the learners play and interact with their friends and the teacher. It
is also an activity that can entertain, engage, and challenge the students to do their
task. Games not only help but also encourage learners to keep up their interest and
work.
Besides, games add variation to a lesson (Lewis and Bedson, 1999: 1).
Games also provide a stimulus to have good motivation in language learning so
that the learners’ motivation can be enhanced easily.
b. Language Games
Games bring the teacher and learners closer together. Therefore, games
help to ease the process of teaching learning activity (Lee, 1965: 12). Games also
help teachers create contexts so that the language becomes useful and meaningful.
By using games, there is a tendency that the students want to take part, for
rules must be clear in order to have a successful language game (1999: 6).
According to Ernst (1972: 116), knowing the name of a game is not
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the obvious process. Usually, when the learners have games, they tend to have
competitive action. Competition stimulates some learners, but it can also be
destructive (Wright, Betteridge, and Buckby, 2006: 1). Therefore, games that are
potentially dangerous and destructive need to be minimized or eliminated (Ernst,
1972: 116).
The main point of language game is about the challenge. Lewis and
Bedson (1999: 6) state that language games are healthy challenge to a child
analytical thought. They state that the challenge of the games stimulates the
learners from being not motivated children become motivated children (1999: 6).
The more actively all the learners take part in a game, the better they are in
language learning (Lee, 1965: 12).
c. Games Classification
There are four classifications of games. There are class, individual, pair
work, and group work. From the four types, the learners have optimum
opportunity for speaking practice in using the target language.
1) Class
The games are played by all pupils in the class. They do the game and
work the task together. The games can be speaking, listening, writing, and reading
games. The games need cooperation from each learner.
2) Individual
Individual work in games is usually not really effective. The games given
to the learners should be fun if it is for individual work. Therefore, the learners
3) Pair Work
Pair work is easy and fast to organize. It provides opportunities for
intensive listening and speaking practice. Pair work is usually better than group
work if there are discipline problems.
4) Group Work
Group work is essential. If there is competition between groups, they
should be of mixed ability. If there is no such challenge, the teacher might choose
groups according to the ability. This is very much a personal choice.
d. Games for Young Learners
Games are applied to young learners in order to get fun and enjoyable.
There are two types of young learners. First type is young children. Games for
young children begins with simple things. The important thing is giving young
children opportunities to acquire basic language for activities (Dunn, 1984: 80).
Second type is older children. According to Dunn, they are no longer beginners,
but post-beginners. They can manage to communicate in simple English in a
variety of clasroom situations and begin to use English to predict into the future
and to recount past happenings. Since they are more mature, the material of games
will be at a more advanced level.
2. Young Learners
The following section explains the young learners in classroom and young
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a. Young Learners in Classroom
Phillips (1993: 6) states that the language for the children in classroom is
better if it is English and then it is translated in their mother tongue after telling it
in English. In a feedback session, children are expected to use English in order to
make them accustomed to and aware of activities that develop their speaking skill.
The aim of giving feedback is for the children to express their feelings and attitudes, it would be counter-productive to expect them to use their limited knowledge of English. What is important is that the children are given clear guidelines on when they are expected to use English and when their first language is permissible. (Phillips, 1993: 6)
When telling command or giving instructions to children, it will make the
students understand if the teacher also uses gestures as well. If the students are
still confused and difficult to speak English, the teacher can help them write
sentences on board, then children can read the sentences and start learning to
speak English well.
Different activities require different groupings. Groupings that are mostly
used are individual, pairs, groups, and whole class. Individual work is used for
reading, making things, for example writing narrative or experience, and keeping
vocabulary records. Pair work is done by two children. It is commonly used in
speaking activities like mini role plays or the task that asks children to read and
write in pairs. Group work consists of three or more children. Unfortunately, it is
usually not really conductive to have groups of more than five. The last grouping
is whole class that the children can work as a whole class in which the students
Phillips (1993: 8) proposes that physical organization of the classroom is
also important. The way of how to arrange and plan the situation in classroom
supports the teaching learning activity. It must be appropriate with the activity that
will be applied in classroom. For example, if there will be songs and games,
open-space classroom is needed. A quiet corner is appropriate for reading or self-study.
The classroom can be made like having quite big space for children to come out to
the board and to move around the classroom. Physical organization is as important
as the others, such as materials and the ways of teaching.
To help children in memorizing and remembering all materials that have
been taught, they must have folder or notebook. In the notebook, they can write
grammar, vocabulary notes, and keep all handouts well. Children need to be
shown their working organization. Younger children need much more
supervision. It is different with older children. Teachers just encourage them in
order to be more responsible for their own work.
The material which is given to young learners is significant for their
learning. Teachers have to give appropriate material to learners. Setiyadi (2006:
179) proposes that learning for young learners should be fun and natural for
children. Georgiou and Pavlou (2003: 8) says that children are still too young to
recognize the usefulness of a foreign language, but they can keep learning through
creative and enjoyable technique, such as story, drawing, games, songs, puzzles,
and drama. It would not be reasonable to ask younger children to make a story
with past tense form or ask older children to color the vocabulary pictures. The
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as childish activity. The more enjoyable the learning process, the more memorable
the material for learners.
It is common sense that if an activity is enjoyable, it will be memorable; the language involved will ‘stick’, and the children will have a sense of achievement which will develop motivation for further learning. This cyclical process generates positive attitude things that primary teachers can transmit to children. Children learn a lot more than English in their English classes: the tasks and activities stimulate and continue their all-round development. (Phillips, 1993: 6)
b. Young Learners in Assessment
Assessment will be a threatening sound and not suited for children at the
first, but it is significant part of teaching and learning. Based on Georgiou and
Pavlou (2003: 4), assessment can be carried through a number of instruments, for
example, tests or self-assessment. It can be formal or informal.
One of the assessments which could help children’s development is
self-assessment. It is extremely important because it promotes invaluable learning
skills such as monitoring one’s own progress, reflecting on one’s ability and
learning styles and setting personal goals. Furthermore, in self-assessment,
children will always say what their feeling is and it gives them a certain sense of
empowerment (Georgiou and Pavlou, 2003: 10). When children assess
themselves, they have to need more guidance and time. This self-assessment can
be from portfolios, questionnaires, conferencing, graphic representations and
dialogue journals. It aims at checking children’s language learning progress.
Feedback is also an important assessment for children. Teachers can
Assessment is not complete as soon as you collect the children’s work. Offering feedback is an integral part of the assessment process and should follow as soon as possible after the assessment task is carried out. One of the best ways to give feedback is through conferencing with the children, when you discuss the results of the assessment. (Georgiou and Pavlou, 2003: 10)
It is expected that the teacher gives positive and supportive feedback for
the students since they also write the positive and negative about their own
learning process. One point that must be avoided is to let the students’ motivation
down. The teacher should not make the students depressed, but motivated. Giving
feedback is the right activity to motivate the students in order to improve their
language learning in case there are students who are still lack of motivation.
3. Motivation
The following section explains the definition of motivation, motivation
theories in psychology, and language learning motivation.
a. Definition of Motivation
Dornyei (2001: 7) describes motivation as the choice of a particular action,
the effort of doing something and the persistence with doing it. Dornyei also states
that motivation explains why people decide to do something, how hard they are
going to achieve it and how long they are willing to maintain the activity.
Motivation is the key of the learners’ success. It determines the successful or
unsuccessful learners.
18
According to Scheidecker and Freeman (1999: 116), quoted by Dornyei
(2001: 1), motivation is the most complex and challenging issue faced by teachers
today. When there is a student who is well motivated, it is sure if the student has
reasons for learning so that the student becomes an enthusiastic and keen learner.
b. Motivation Theories in Psychology
It discusses theories of motivation which dominates motivational
approaches. It is taken from Motivation: Theories and Principles.
1) Expectancy Value Theories
The main motivational components of this theory are expectancy of
success and the value attached to success on task. Motivation to perform various
tasks is the individual’s expectancy of success in a given task and the effort of the
individual to success on that task.
2) Achievement Motivation Theory
The main motivational components of this theory are the expectancy of
success, value of doing something better, need for achievement, and fear of
failure. Achievement motivation is determined by conflicting approach and
avoidance tendencies.
3) Self-efficacy Theory
Perceived self-efficacy is the willingness to achieve someone’s goal. It is
the main motivational component of this theory. It refers to people’s judgement of
their capabilities to carry out certain specific tasks. Their sense of efficacy will
4) Attribution Theory
Attribution is about a process of making something. Attribution is about
past successes and failures which become the main motivational components of
this theory. The individual’s explanations of why past successes and failures that
have occurred have consequences on the person’s motivation to initiate future
action.
5) Self-worth Theory
The main motivational component is having a feeling of confidence.
People are highly motivated to behave in ways that enhance their sense of
personal value and worth. For example, the students have high motivation to study
English in order to have good score in examination.
6) Goal Setting Theory
The main motivational components of this theory are goal properties, the
specificity, difficulty, and commitment. Goals lead to the highest performance.
People will show their commitment to reach their goal.
7) Goal Orientation Theory
Mastery goals and performance goals are the main motivational
components in this theory. Mastery goals which focus on learning the content are
superior to performance goals which focus on demonstrating ability and getting
good grades.
8) Self-determination Theory
There are intrinsic motivation and extrinsic motivation in the main
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performed for its own sake in order to experience pleasure and satisfaction such as
the joy of doing a particular activity or satisfying one’s curiosity. Extrinsic
motivation involves performing a behavior as a mean to an end to receive some
extrinsic reward or to avoid punishment.
9) Social Motivation Theory
The main motivational component of this theory is environmental
influences. It is a motivation which possesses relationship more with the
socio-cultural rather than individual. This case could be seen when the students socialize
to their friends and teacher.
10)Theory of Planned Behavior
Attitudes, subjective norms, and perceived behavioral control are the main
motivational component of this theory. Someone’s attitude towards a target
influences the overall pattern of the person’s responses to the target.
c. Language Learning Motivation
There are two types of motivation. The first type is extrinsic motivation
and the second is intrinsic motivation. Extrinsic motivation is caused by any
number of outside factors, for example, the need to pass an exam, the hope of
financial reward, or the possibility of future travel. Intrinsic motivation, by
contrast, comes from within the individual. Thus, a person might be motivated by
the enjoyment of the learning process itself or by a desire to make themselves feel
better. According to Stipek (1988: 6), motivation is relevant to learning because
1) Material
According to Dornyei (2001: 13), language is more than merely a
communication code whose grammar rules and vocabulary can be taught very
much the same way as any other school subject. Learners need more concentration
to understand it because the target language that the students learn is the language
which is not really familiar with them.
Learning a language in classroom also deals with material. The material
given to the students has to be appropriate with their level. Students will not be
motivated to learn unless they regard the material as worth learning (Dornyei,
2001: 63). He explains that learners will be able to do the assignment given by the
teacher if the teacher provides some coaching (2001: 109). The coaching helps
them to understand what they will have to do. The coaching has to be done in
order not to have misunderstanding from both teachers and students.
Some children usually seem to work hard on assigned tasks even though
the material is not interesting. The important thing is there is no force for the
children to do the tasks. The children simply do what the teacher says, no matter
how boring and unchallenging the tasks are (Stipek, 1988: 72). Sometimes, the
materials that are too difficult are not motivating the students too (1988: 86).
2) Metacognitive of Self-motivating Strategy
Metacognitive control strategy is one of self-motivating strategies
suggested by Kuhl’s (1987) and Corno and Kanfer’s (1993), quoted by Dornyei
22
control concentration and to stop disapproval (2001: 111). There are some
examples of motivating themselves in the language learning.
a) Giving oneself regular self-reminders to concentrate
The students have to motivate themselves. There is indication that they
want to be better in the future learning. By motivating themselves, they will have
better language learning. For example, “Come on, just a little bit more!”.
b) Imagining the potential consequences of a lack of concentration
The students think about the consequences if they make possible mistakes.
They learn to accept the result whether it is good or bad. This strategy is to tell the
students to do the work given by the teacher as well as possible.
c) Giving oneself regular self-reminders of the deadline
The students have to check their own progress regularly. They are given
the deadline so that they are motivated to improve their learning on time with its
deadline. Besides, they become the responsible students since they are able to do
their task on time.
d) Intentionally ignoring attractive alternatives or irrelevant aspects
The students have to focus on things. They have to stop thinking or
worrying something continuously. It may make someone not pay attention to the
explanation or instruction.
e) Identifying recurring distractions and developing defensive routines
It may be a useful exercise with long-term effects to first observe the
on target because it is applied routinely. The mistakes which are always repeated
by the students can be a learning for them to have better learning in the future.
f) Cutting short any purposeless or counterproductive procrastination
The teacher should cut short any purposeless. For example, if there is a
student who always talk something unimportant, the teacher should handle it and
bring them to the goal of the learning. The warning from the teacher is usually
useful and effective.
g) Using starter rituals to get into focus
Before having language learning in class, the students can have a
preparation. For example, checking a web site on the computer before getting
down to work, clearing one’s desk, etc. These ways can often get them into the
appropriate mind frame.
h) Focusing on the first steps to take
By narrowing down the attention to the very first things to do, the students
might concentrate sufficient energy to get started. To get the focus from the
students in the start of the class, the teacher should make attractive movement or
saying. Concentration in the beginning supports their learning process until the
end.
3) Feedback
Providing effort feedback for the students is important. According to
Dornyei (2001: 121), it is the most effective way for giving feedback to the
24
emphasize. The teacher should show the reason why the students fail. This way
communicates to students that they can do better in the future.
Stipek (1988: 206) explains that it does not matter if the students fail in
their learning. It helps them to learn the target language more. Besides, the
students also develop in their self-confidence since they learn from their own
mistakes. Many motivation theorists emphasize the importance of success in
building children’s self-confidence.
B. Theoretical Framework
Game is one of the techniques that can be applied to young learners when
they have problem such as lack of motivation. In this study, games technique is
the way to overcome the lack of learners’ motivation in language learning.
This study uses classroom action research. Classroom action research or
CAR is a teaching and learning improvement to optimize achievement. The
purpose is to have effective and efficient teaching and learning implementation in
a real classroom and to optimize students’ achievement. The steps are plan, act,
observe, and reflect. If the goal is not achieved yet, the researcher applies the next
cycle. There must be a re-plan or revise, act, observe, and reflect again. It is
expected that children have better language learning process in the classroom.
In this study, there are problems in the motivation of young learners in
learning activity. By using games technique, it is expected that the problem could
be overcome. The teacher who also becomes the observer, gives material for
themselves. They assess themselves in order to enhance their awareness in
language learning process. Diaries or personal review, interview and observation
sheet will be used as the instruments to help the researcher know the students’
progress in class. If the goal is still not achieved, the teacher has to plan for the
26
CHAPTER III METHODOLOGY
This chapter discusses the methodology of the study. It is divided into six
parts. There are research method, research participants, research instruments, data
gathering technique, data analysis technique and research procedure.
A. Research Method
This research employed classroom action research or CAR in order to
optimize students’ achievement in developing students’ motivation and to find out
optimal way of implementing games technique for young learners of Bumblebee
English Course Yogyakarta. Classroom action research method is a collaborative
research. They are plan, action, observation, and reflection (Kemmis and
McTaggart, 1988: 10). By using this method, improvements were seen in each
student. School communities can improve not only what they do, but also their
understanding of what they do (1988: 5).
They state that classroom action research is an approach for groups of
educational practitioners, students, parents, and others to live with the complexity
of real experience while achieving for concrete improvement (1988: 7). Students
were the focus in this research. They were given games technique that was applied
in action implementation.
Classroom action research is defined as a process in which participants
techniques of research (Watts, 2001). The positive effects from CAR are
improving communication between teachers and students, increasing dialogue
about the students’ learning, and improving performance of the students (Fairfax
County Public Schools, 2001).
According to Lewin, quoted by Kemmis and McTaggart (1988: 8),
classroom action research is described as proceeding in a spiral of steps. There are
planning, action, observation and the reflection of the result of the action. In
classroom action research, there must be thematic concern or educational issue in
the group of learners. Therefore, the four fundamental aspects of action research
have the important role to overcome the issue. In this study, the lack of students’
motivation to learn a language was the thematic concern. The lack of motivation
was caused by the teacher when applying only memorizing technique. Lack of
motivation could be seen from the students’ behavior.
First, the students did not want to listen to the teacher; when the teacher
gave instruction or explanation, and to the other students; when they were asked
to speak. Second, the students talked a lot during the lesson. They usually talked
something out of the lesson. Third, the students were afraid of making mistakes.
Last, some students seemed shy to express their task. Therefore, the writer offered
games to students in order to make students have motivation in learning process.
In classroom action research, there are plan, action, observation, and
reflection. It has at least two cycles in applying the technique. It is shown in
28
1. Plan
Plan is the first step in classroom action research cycle. In this step, we can
find the problems and offer the solution, then it can be applied in the action. The
general plan must be flexible enough to adapt to unforeseen effects and previously
unrecognized constraints (Kemmis and McTaggart, 1988: 11). The plan will bring
students to the better and enhanced learning. Plan helps and empowers
practitioners to act more appropriately in the situation and more effectively as an
educator (1988: 12). In developing a plan, it is expected to find what was already
happening, such as problems, recent methods, and the activity of teaching learning
activity in class, and to make solution for those problems. In plan step,
observation also must be planned because it will be a documentary basis for the
next reflection (1988: 13).
2. Action
This second step is the continuity from the plan. In action, the researcher
taught the students. According to Kemmis and McTaggart (1988: 12), action is
guided by planning in the sense that it looks back to planning for its background.
The implementation of action would assume towards improvement because the
new method as the solution from the plan was offered. Whether the result had a
progress or not, it would be seen by observation in the class.
3. Observation
This way differs from action, even though it works in the same time. It
aims at collecting evidence about the action in order to be able to evaluate it
30
reflection in the next step, then the result of observation can be the guide to reflect
what had been done. They propose that careful observation is necessary because
action will always be limited by constraints of reality and those will never be clear
in advance (1988: 13). In observation, all of process in action must be observed
whether the result would be positive or negative. It is explained by Kemmis and
McTaggart as follows.
Action researchers need to observe the action process, the effects of action (intended and unintended), the circumstances of and constraints on action, the ways circumstances and constraints limit or channel the planned action and its effects, and the other issues which arise. (1988: 13)
4. Reflection
Based on Kemmis and McTaggart (1988: 13), reflection recalls action as it
has been recorded in observation. Reflection discusses the process of the problems
or issues and the result of observation. This last step is expected to give better
solution to be applied in the second cycle and the next cycle if it is needed.
Reflection has an evaluative aspect and descriptive aspect. In evaluative aspect, it
asks action researchers to weigh their experiences. Whereas, in descriptive aspect,
it makes the practitioners to achieve the goal of the study (1988: 14)
Therefore, classroom action research is a dynamic process in which these
four moments are to be understood not as static (1988: 15). There are many steps
to do. It is shown in the classroom action research spiral of plan, action,
observation, and reflection. By doing this method, improvements of having
B. Research Participants
The participants in this study were young learners and a teacher. The
teacher also became the observer. Young learners were the students of Bumblebee
English Course Yogyakarta. They can be classified as older children since they
are in grade 7, 8, and 9 of Junior High School. They are not very young and not
adolescent yet. They learn in this course in order to master and to be accustomed
to speaking English language. They also want to be better language learners.
Their characteristics were almost the same. They liked talking or chatting
by themselves during the lesson. There were two students in grade 7 and two
students in grade 8. There was only one student in grade 9. The students’
proficiency is on average. They were able to make sentences even though
sometimes the sentences were not perfect. They knew a lot of verbs, such as
simple present, simple past, but only some of them who know past participle.
Unfortunately, they were usually wrong when they spelled the words. They were
able to make active sentences well, but some for passive sentences. Respondent C
and E were in grade 7. Respondent A and D were in grade 8. Respondent B was in
grade 9. The student in grade 9 had the same ability as the students in grade 8. The
students in grade 7 were as smart as the students in grade 8. Sometimes, the
students in grade 7 were smarter than the student in grade 9. The level of the
3
2
Respondent
Grade (Junior High
School) Proficiency 7 8 9
Making
sentence Knowledge of verbs Spelling words Active Passive Simple present Simple past Past participle
A √ √ √ B √ √ √ √ C √ √ √ √ √ √ √ D √ √ √ √ √ √ E √ √ √ √ √
In this research, the writer became the teacher and the observer. In the
classroom, the teacher employed games technique. Observing the classroom was
aimed at revising the first cycle of implementation and implementing another
good material in the second cycle. The observation considered whether the
technique succeeded to develop students’ motivation or not.
C. Research Instruments
The instruments of this study were diaries or personal review, interview,
and observation sheet. These instruments gave feedback for the implementation.
The feedback would develop students’ motivation in language learning.
1. Diaries or personal review
It was from the students. It was to give comments about all activities that
had been done. The students told their experience of how their learning was and
the teacher gave feedback to support their language learning progress.
2. Observation sheet or Field Notes
It was for observer, who was also a teacher in the classroom. It was to help
the teacher to make improvements when teaching students. It aimed at knowing
the progress of the learners. Every action that the students did would be written in
observation sheet. In this research, field notes were used to record the responses
and participation of the young learners of Bumblebee English Course Yogyakarta
toward the action happened in the classroom while the action was implemented.
34
OBSERVATION SHEET Meeting :
Material :
Activities Students responses
D. Data Gathering Technique
The techniques in gathering the data were teaching and observation. This
study was applied in at least two cycles. At the end, the writer knew whether the
solution offered by the researcher was successful or not. First of all, the teacher
gave explanation about the rules and what they would do in class. Last, the
teacher gave task to students.
After the students had finished performing the task, the teacher observed
students’ ability and the progress. After that, students wrote their personal
progress in diaries or journal given by teacher. It aimed at understanding what
they had done and their strengths and weaknesses. By doing that, students had
motivation to do better in the next meeting.
The participants are five students. The implementation was applied in
Bumblebee English Course classroom. Every meeting had at least 60 minutes. It
was applied in two different days, in Monday and Thursday. When every cycle
observation from the teacher. It will be discussed more detailed in the next
discussion.
E. Data Analysis Technique
The researcher analyzed the data based on the result of the observation. It
was reflection. The reflection determined the result whether their motivations
were enhanced or not. Besides, the students’ performance and attitude during
learning activity were also considered as the progress. When the first solution was
not successful, the writer implemented another plan in order to make better result
until the researcher achieved the objective.
The solution was to give games technique to improve students’
motivation. The important thing was the reflection from each student that was
written by them after performing the task. Reflection could make students aware
of what they had learned in class. There must be mistakes and weaknesses.
Learners might feel unconfident and nervous or in contrast, they felt sure that they
could do their task well. There must be positive and negative reflections. It was
considered not successful if the problem still appeared. After that, the researcher
gave other creative ways of material in different technique so that the objective of
this study was achieved. The more actively all the pupils take part in the teaching
learning activity the better.
This CAR is successful if the indicators of having high motivation are
36
1. The students listen to the teacher or their friends when there is explanation,
instruction, or story.
2. The students give appropriate responses.
3. The students give enthusiastic responses.
4. The students are not afraid of making mistakes and not shy to perform their
task in class.
5. The students take initiative to participate in class.
These indicators are synthesized from the theories on Dornyei, Stipek, and
Beck that were explained on Chapter 2. Dornyei (2001: 63) explains that the
students will be motivated when the material is assumed as worth learning. In my
study, the material is appropriate with the students’ characteristic so that the
performance of the students was seen by listening to the teacher or their friends
when there is explanation, instruction, or story. Stipek (1988: 6) proposes that the
students might be motivated by the enjoyment of the learning process so that they
could make themselves feel better. In my study, the students give appropriate and
enthusiastic response and take initiative to participate in class because of the
enjoyment that they got from the material. Moreover, attribution theory focuses on
past successes and failures that can be motivation to initiate future action. In my
study, the students are not afraid anymore of making mistakes because mistakes
could be learning for them to be better in the future. Self-worth theory focuses on
a feeling of confidence. In my study, the students are not shy to perform their task
in class because they are already motivated to behave in confidence way so that
F. Research Procedure
There were some steps done in conducting this research. First, the
researcher identified the problems of the students in Bumblebee English Course. It
was called preliminary reflection. Second, the researcher found the solution to be
applied in order to overcome the problem. Third, the topic and instrument were
consulted to the lecturer. Fourth, the researcher asked the permission from the
owner of Bumblebee English Course. Fifth, the research was conducted. Sixth, the
data was gathered from the research by teaching and observation. The result of the
observation and reflection from both students and the teacher were analyzed.
Finally, its interpretation was presented into this paper to answer the problem
38
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
In this study, the researcher observed the real condition that happened
toward young learners of Bumblebee English Course Yogyakarta. The researcher
conducted interview in order to find out the students’ problems in learning
English. By knowing it, the problem they faced in class could be identified.
The problem is identified by observing and interviewing. Observation was
done by monitoring the students’ performance in the class when the researcher
taught them. Interview was conducted toward the students informally and another
teacher in Bumblebee English Course who also taught that class. Interview is
aimed at getting the opinion about all the things related to teaching and learning
activity, including the problems that the students face.
The researcher has been teaching the students since July 2009. When the
researcher taught the students, the researcher found that they were very lack of
motivation in performing their task in class. Their lack of motivation could be
identified from their behavior in class. They did not want to listen to the teacher
when the teacher gave instruction and explanation. They talked a lot during the
lesson. Some students were afraid of making mistake and shy to express their
performance. They seemed shy to express their task.
Recently, the teaching learning activities employed memorizing technique.
The material given to the students was only about memorizing of vocabularies.
noisy and not focused in learning process. They did not want to pay attention to
the teacher’s saying. When the researcher interviewed some students after two
months the writer taught them, they said both previous and recent teacher always
taught the same technique, which was memorizing. The students said that there
was no variety of technique in the class. It made students have no motivation to
learn English in class. The answer from the students could be concluded that the
way of teaching from the teacher was one of the causes. The interview was not
only done with the students, but also another teacher in Bumblebee English
Course Yogyakarta. She said that there were some students who were still shy and
unconfident in performing their task in the learning process. Therefore, this case
was from the students themselves.
The main point of the problem faced by young learners of Bumblebee
English Course Yogyakarta was their lack of motivation. It influenced the
atmosphere of teaching learning activity. The learning process became not
conducive.
Games technique was chosen because it is considered as fun and
enjoyable. Besides, games give variation in language learning and increase
learners’ motivation by using the target language (Lewis and Bedson, 1999: 5).
Therefore, the researcher as the teacher prepared the material for every meeting
based on the technique applied.
After formulating the action that would be utilized to solve the problems in
the teaching and learning process faced by young learners of Bumblebee English
