INCREASING STUDENTS’ MOTIVATION IN LEARNING ENGLISH READING THROUGH PARTICIPATORY APPROACH TO THE
SECOND YEAR STUDENTS OF MTS DDI KANANG KAB. POLMAN
A Thesis
Submitted in Partial Fulfillment of the Requirements of the Degree of Sarjana Pendidikan in English Department of Tarbiyah and Teaching Science
Faculty of Alauddin State Islamic University Makassar
By:
Nama: Bahariah Reg. Number: 20401106086
ENGLISH EDUCATION DEPARTMENT TARBIYAH AND TEACHING SCIENCE FACULTY
ALAUDDIN STATE ISLAMIC UNIVERSITY MAKASSAR
Dengan penuh kesadaran, penyusun yang bertanda tangan di bawah ini, menyatakan bahwa skripsi ini benar adalah hasil karya penyusun sendiri. Jika ditemukan di kemudian hari terbukti bahwa ini merupakan duplikat, tiruan, plagiat, dan atau dibuat oleh orang lain secara keseluruhan atau sebagian, maka skripsi ini dan gelar yang diperoleh karenanya batal demi hukum.
Makassar, 20 September 2010 Penyusun
PENGESAHAN SKRIPSI
Skripsi yang berjudul “Increasing Students’ Motivation in Learning English Reading through Participatory Approach to the Second Year Students of MTs. DDI Kanang Kab. Polman” yang disusun oleh saudari Bahariah, NIM: 20401106086, Mahasiswi Jurusan Pendidikan Bahasa Inggris pada Fakultas Tarbiyah dan Keguruan UIN Alauddin Makassar, telah diuji dan dipertahankan dalam sidang Munaqasyah yang diselenggarakan pada hari Sabtu tanggal 18 Desember 2010 yang bertepatan dengan tanggal 12 Muharram 1432 H dan dinyatakan telah dapat diterima sebagai salah satu syarat untuk memperoleh gelar Sarjana Pendidikan (S. Pd.) pada Fakultas Tarbiyah dan Keguruan Jurusan Pendidikan Bahasa Inggris dengan beberapa perbaikan.
Makassar, 12 Muharram 1432 H
18 Desember 2010 M
DEWAN PENGUJI
Berdasarkan SK Dekan Fakultas Tarbiyah Dan Keguruan No. 396 Tahun 2010
Ketua : Drs. H. Muh. Yahya, M.Ag. ( )
PRE-TEST
Read the text and answer the question
SARS the New Ghost
SARS stand for serve acute respiratory syndome. It is an illness that attact the human respiratory system. This disease is very contagious. It doesn’t take a long time for disease to become epidemicespecially in Asia, North America, and Europa. Many people catch the disease and many of them die of it.
In sme countries such as Hongkong, China, Taiwan. It is not unusual to catch SARS. This disease spreads through the air or even through bodily contact.
Question:
1. What does SARS stand for?
2. What system is attacked by SARS? 3. Where does the epidemic mostly happen? 4. Why do people in Hongkong wear masks? 5. How does the disease spread?
6. Who has conducted research on SARS? 7. What is corona?
TREATMENT First Meeting
Read the text
The King
Once upon a time there lived a king in island. He had four children, two boys and two girls, whom he loved dearly. However, their stepmother was joules, she moves a spell that turned the children into swans.
Second Meeting Read the text
Leopard
Leopards live in many parts of the world, from Siberia to Africa. They have very beautiful yellow skin with large black sports. They live for about is years and eat small animals such as young zebras, monkeys, and deer. They sleep for about 12 hours a day. Leopards are very solitary animals. They spend most of their time alone in trees. They want until a small animals passes. They jump on animal and then pull it up into tree.
POST – TEST Rad the text below and answer the following question
SPORTS
Sport are good for our health. They can make our body health. They are interest in sport for pleasure. For this reason, everyone should do sports to make life health and happy.
Nowadays, many people like not only doing it, but also watching on TV or life. They are eve willing to spend their money to see a football match, boxing, running,, etc. we can choose to what we like. Most people like running because it is cheap and simple. It is to do and we can to do it almost everywere.
Qouestion:
1. What is the text about?
2. What is the most popular sports in Indonesia? 3. Why many people doesn’t like sports?
4. How many kinds sports in Indonesia? 5. What is we get sports?
6. Why does people like running?
7. Can sports to make life health and happy? 8. Is Indonesia well-known because of badminton?
Alhamdulillah, a deepest gratitude should go to Allah SWT. This thesis writing would have never been completed without His Blessing and His Mercy. The writer should thank for the most valuable physical and spiritual health Allah has lent her during the process of this research. This thesis has been finished, under the assistance, direction and guidance of some people.
Therefore, the writer would like to express her greatest gratitude and appreciation, especially to:
1. The writer’s father, Lepu and her mother Bahra who always pray, encourage, educate and provide countless material supports so that she could finish this thesis and her study at UIN Alauddin Makassar.
2. Prof. Dr. Azhar Arsyad., M.A. the Rector of State Islamic University Alauddin Makassar.
3. Prof. Dr. H. Moh. Natsir Mahmud., M.A. The Dean and all of the staff members of Tarbiyah and Teaching Sciences Faculty of Alauddin State Islamic University of Makassar.
4. The writer’s consultants, Drs. Muhammad. Yaumi, M. Hum., M.A and Dra. St. Azisah, M.Ed. St. who have helped, guided, and supported the writer during the writing of her thesis.
Alauddin Makassar, who had taught the for many years until finishing writing thesis.
6. All of the lecturers of Tarbiyah and Teaching Sciences Faculty of Alauddin State Islamic University of Makassar for their guidance during her study. 7. Drs. Manju, M.Pd.I and Astuti, S.Hum, the head Master and teachers of
English, all the teacher and staf of MTs. DDI Kanang Kab. Polman for the assistant and guidance to the writer during the implementation of the research, especially for the second year students.
8. The writers brother Arifuddin, S.Pd.I and Aminuddin, My Younger Brothers Syahruddin and Tahyuddin, who always motivate, support and give the writer financial, and prayer for my success and entire written family for their endless love, etc.
9. All of the writer’s friends in PBI, who accompanied the writer to study, helped her to solve her problems and gave affection during her study.
As human being, the writer does realize indeed that what she presents in this thesis is still so far from being perfect. Therefore, criticism and suggestion will surely be appreciated. Fially, the writer prays may Allah SWT bless them all. Amen
The researcher,
TITLE OF PAGE ... i
PERNYATAAN KEASLIAN SKRIPSI ... ii
PERSETUJUAN PEMBIMBING ... iii
ACKNOWLEDGMENT ... iv
LIST OF CONTENTS ... vi
LIST OF TABLES ... vii
ABSTRACT ... viii
CHAPTER I INTRODUCTION ... 1
A. Background ... 1
B. Problem Statement ... 4
C. Objective of the Research ... 4
D. Significant of the Research ... 4
E. Scope of the Research ... 5
CHAPTER II REVIEW OF RELATED LITERATURE ... 6
A. Previous Related Research Findings ... 6
B. Pertinent of Ideas... 7
1. Students Motivation ... 7
2. The Definition of Reading ... 11
C. Definition of the Participatory Approach ... 16
D. Common Principles in Participatory Monitoring ... 18
HAPTER III METHOD OF THE RESEACH……… 21
A. Research Design ... 21
B. The Cycle of the Research ... 22
C. Procedure of Collecting Data ... 23
D. Research Position ... 24
E. Data Resource ... 24
F. Technique of Data Analysis ... 25
G. Achievement Indicators Assessment... 26
CHAPTER IV FINDING AND DISCUSSION ... 28
A. Finding ... 28
1. The First Cycle ... 32
2. The Second Cycle ... 31
3. The Third Cycle ... 36
B. Discussion ... 39
CHAPTER V CONCLUSION AND SUGGESTION ... 41
A. Conclusion ... 41
B. Suggestion ... 41 BIBLIOGRAPHY
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1. Table: 1. The form of the Evaluation of Reading Pronunciation
Test ... 25 2. Table: 2. Pronunciation Assessment ... 26 3. Table: 3. Result of Reading Pronunciation Assessment of the
First Cycle ... 31 4. Table :4. Result of Pronunciation Assessment in Reading of the
second cycle. ... 35
5. Table: 5. Result of Pronunciation Assessment in Reading of the
vii ABSTRACT
Name : Bahariah
Reg. Number : 20401106086
The Title : “Increasing Students’ Motivation in Learning English Reading through Participatory Approach to the Second Year students of MTs. DDI Kanang Kab. Polman ”
This thesis presents about increasing students’ motivation in learning English reading to the second year students of MTs. DDI Kanang Kab. Polman through the Participatory Approach. The problem statement of the research is: How can
participatory approach increase students’ motivation in learning reading to the second year students of MTs. DDI Kanang Kab. Polman?
The procedure of the research were planning, acting, observing, and reflecting. In acting, the researcher did three cycles with three meetings. The researcher used test and observation in collecting data. The test was used to know the students’ English learning and also a test was used as a reference to make a better planning in the next cycle by the researcher. Observation was used to know whether using participatory approach can increase the students’ motivation and participate in learning English reading or not and also to identify the students’ problem pronunciation in order it can be overcome in the next cycle.
The result of this research showed that the second years students of MTs. DDI
Kanang using participatory approach in learning reading has a “poor” achievement on
1 CHAPTER I INTRODUCTION A. Background
One of the most important activities in teaching and learning process is stimulating the students to have good motivation. The teacher must have a good personality to motive the students to study in order, they will enjoy and attention to the subject.
Motivation is commonly thought as an inner, impulse, and emotion, or desire that moves from one to a particular action. A person learns not only by association but also by what he or she gets out of the situation. McClellad in Ilham (2006) said that many people are driven by a desire to achieve, to be recognized or successful. Therefore, through motivation the students will be interested in doing activities as well as studying English.
In education, a teacher is one who helps students, one who acknowledge, guide, and has multi roles in making students learning. The teacher multi role is not limited as ―instructor‖ who is doing to transfer of knowledge, but also as a counselor
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By reading we can get any knowledge and bring the positive impact for creativity as one way to get more vocabulary and increasing our imagination especially English language. Most of learners do ignore reading books because they do not understand well why they should read that them reading the materials. The important thing that should be known by learners in reading is the reading complex skill, because in reading, the reader not only understand what the author said on the book but also understand more what is the information or message from the book, try to recognize assimilate, comprehend, retain recall and communicate the printed material. Reading common problems are subvocalisation, regression and back-skipping how to pronounce, to understand the meaning of word, to find out a good idea from the text book. These are all common difficult problems faced by learners in learning reading. The difficulty or problems above make learner feel bored in learning English language.
A good English teacher should build students confidence by positive encouragement and avoid criticism and blame. When students like a teacher, they will learn better and more readily. When a student has decided to learn in a non-formal English school, the next thing that he or she has to maintain is motivation. This motivation seems to be the biggest single factor that is affecting his or her success.
teachers. In other words, the students are less motivated. Forms of behavior characterize of students who have low motivation as follows: (1) lethargy and helplessness, (2) avoidance or escape, (3) conflict, and (4) compensation (Syaodih, 1980:59)
Students in learning process must have motivation because the students who do not have motivation in learning are not possibly be able to learn. It is useless if students go to school without motivation in learning; because they only go to school to play not to study. The fact that students who have less motivation in learning shows the following behavior. (1) students leave the school earlier without notice, came late to school, naughty do not do the homework, often skip the class, (2) students behave rudely such as arguing teacher and careless, (3) students are slow in preferring task in learning activities, (4) students show improver emotional symptoms such as depressed, and cheerfully in a certain situation (Natawidjaja,1988).
That condition become reason able to make better learning process in the classroom, it will become motivation it self when we make interesting method in the class. Understanding and difficulties of students in the classroom become homework for teachers to rise up the motivation in studying English.
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One thing for teacher to keep in mind is that learning strategies may not always parallel teachers’ teaching strategies, and sometimes they may even be at odds
with each other. Some learners’ verbal interaction in classroom may be related to
their own opinions about how they learn best (Schumann, 1977:144).
Based on the background above, it is useful to take a research about the students motivation in learning reading through participatory approach, under the title ―Increase Students Motivation in Learning reading Through Participatory Approach
to the Second Years Students of MTs. DDI Kananng Kab. Polman‖
A. Problem Statement
Based on the background above, the researcher formulates the following question:
―How can the participatory approach increase students’ motivation in learning
reading to the second years students of MTs. DDI Kanang Kab. Polman?
B. Objective of the Research
Relating to the problem statements before, the objectives of the research. To find out the increase students motivation in learning English reading through Participatory approach to second years students of MTs. DDI Kanang Kab. Polman.
C. Significance of the Research
more motivate to study. The outcome of this research will expect to be meaningful contribution and references for teaching and learning process of the students, especially to the students of MTs DDI Kanang Kab. Polman with use participatory approach in learning reading. It is also expected to be when they teach English language.
The lecture and the researcher expect that all of the students motivation in learning reading. Through this research, the researcher really hopes it can help the lecturers motivate their students in learning reading through participatory approach. It also expected to give good contributions for all lectures in teaching their lectures. The lectures can be easily to control and manage their students so that the goals can be achieved easily. The lecturers also can be easy to make their students understand the materials. The researcher hopes that he can help the institution to solve some problems in the institution. The institution also will be easy to do their administration.
D. Scope of the Research
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CHAPTER II
REVIEW OF RELATED LITERATURE A. Previous Related Research Findings
There are some researcher who have conducted research on students’ motivation building. Endang Setyowatty (2010:15), in research about developing PowerPoint medium to improve the students’ motivation and the learning civic education of the students of XI grade of SMKN 3 Palembang. This study is aimed to produc a valid and practica PowerPoint medium for learning civic education. The result of the research shows that the third prototype of PowerPoint medium is the valid can be used effectives for teaching and learning process. It is indicated student level motivation and learning Chievement as follows: 63.33% students showed very high motivation, 96.67% stdents showed good response, and positve attitude, 53.33% students showed very good learning achievement. Thus, it can be concluded that PowerPoint medium which the researcher developed using Macromedia Flash software is potentially effective to use in teaching and learning civic science.
In addition, Rosnawati Umar (2010:23) wanted to use graphic media to improve the students’ motivation and the learning mathematics in SDN. 128
Palembang. The aim of this study is to find and the use of graphic media increase students’ motivation and the learning mathematics. The result of this reseach
All the finding that, Endang Setyowatty wanted to develop PowerPoint medium to improve the students’ motivation and the learning civic education of XI
grade of SMKN 3 Palembang and Rusnawaty Umar wanted to use graphic media to improve the students’ motivation and the leaarning mathematics in SDN 128
Palembang. The writer itself wanted to improve the students’ English Reding
Motivation by using Participatory Approach.
B. Pertinent Ideas
1. Students Motivation
Motivation cannot be distinguished with the motive. In morphology, the Great Dictionary of Indonesian gives understanding motives and motivation as follows: motive is a noun that means driving, while motivation is a verb that means to encourage. For more details will be presented understanding the motives and motivations expressed by the experts:
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At the student have the mental strength to drive learning. The power drive comes from various sources. In the first incident, low motivation of students to be better after the students get the correct information. In the second, learning motivation can be low and can be repaired again. In both cases the role of teachers to enhance students' learning motivation was significant.
Motivation is seen as a mental which moves and directs human behavior, including learning behavior. In motivation inherent the desire to activate, mobilize, channel, and direct the individual attitudes and behavior study (Koeswara, 1989; Siagian, 1989; Schein, 1991; Biggs & Telfer, 1987).
Based on the statement above, it can be said that the motivation to learn is to urge or force in the student learning activities that lead to achieving the desired goals of students.
a. Role of Motivation
problems can arise due to failure in the movement of students' learning motivation, 5) motivation to be one factor that helped determine the effective learning.
( Hamalik, 1995:109).
Students are motivated in their learning, can be seen from the behavior that concerns interests, sharpness, attention, concentration, and persistence. Students who have low motivation in learning showed reluctance, quickly bored and trying to escape from learning activities.
b. The Importance of Motivation
A teacher as motivator and facilitator in school should be able to create the best teaching learning condition at all times. A good teaching learning condition will produce success in goal at the planned objectives.
Motivation has a significant role in teaching learning process. The students who have a high motivation in studying will get a better opportunity to success in teaching and learning activities than those who have less of motivation.
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From the definition above, concludes that motivation is a complex problem because it is an abstract concept and it will cause a change in human body. In teaching learning process giving a motivation to the students is mean to support then to learn. It can change or influence their learning activities, it is caused by a need, interest and purpose.
Motivation appears I live with the appearance of needs, when there is a need there will be action the need. In another words, motivation and interest appear after someone knows about his needs.
c. Efforts to Increase Student Motivation
Given the important role that student motivation for learning, the teacher is expected to generate and improve students' learning motivation. So that students can achieve optimum learning outcomes, then students must have a high learning motivation in learning. In a few school students who have low learning motivation in learning. To help students who have low learning motivation to do an effort of the teachers so that the student can improve learning motivation.
Yusuf (1992:25) suggests that to increase the motivation of students, teachers have a role as follows: 1) create a learning environment that stimulates children to learn, 2) provide reinforcement for behavior that shows a motive, 3) creating a classroom environment that can develop a curiosity and favorite students learn.
that students get to learn the optimal results according to his ability. Of course, to achieve the learning achievements will not separated from the efforts made by teachers in providing motivation for students to increase learning motivation. 2. The Definitions of Reading
a. Reading
Reading is not something that happens automatically when you arrive at a certain chronological age. This approach the teacher takes advantage of the children’s interests and background to produce reading material with which to
teach.
Rosnawati says that: reading high complex, purposeful, thinking process engaged the by entire organism while acquiring knowledge, evolving new ideas, solving problem, relaxing or recuperating through the interpretation of printed symbols.
The definition above tells that, in reading the success of reader depends not only his skill of comprehending but also an experience and his prior knowledge related to what reads. Further reading is communication process. It involves reconstructing an author message by using one’s prior knowledge specially the
knowledge of language.
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again now ideas and concepts, to make value of judgment by using his prior knowledge-knowledge of language and reading experience.
b. Kind of reading
There are three kinds of reading they are: reading aloud, silent reading, and speed reading.
1) Reading aloud
Reading aloud is very important device that cannot be overlooked in achieving the goal because it is a great aid in developing our habits to practice. In reading aloud, the students will get experience in producing the sound which should be practiced as many times as possible.
2) Silent reading
Silent reading tends to reinforce the readers to find out the meaning of the words. This kind of reading leads the reader to better. Silent reading is a skill to citizen what this written to discuss something written means to draw inferences and conclusion as well to express a new idea on the basic of what is read.
3) Speed reading
c. Techniques of Improving Reading Skills
To achieve to purpose of reading, one should read effectively, Greenal in Buharis (2007) state that effective reading means being able to read accurately and efficiently, and to understand as much of the passage as you need in order to achieve your purpose.
To purpose of reading, we can apply some reading techniques: 1) Survey reading
Brown in Buharis (2007) says surveying is a specialized technique forgetting an mountain top an article chapter or entire book. Brown surveying, a reader will be familiar with the chapters’ content and it helps her to give a general
point of view. 2) Skimming
Skimming is a kind of reading that make our eyes more quickly in order o get the main idea from the reading material.
3) Scanning
Scanning is read the test quickly to answer a specific information without reading all the materials around it.
4) Pre-Reading is technique that reader used before he began to read the material. Bridge, C (1979): 9) states that pre reading involves only what is about or how it is organizes further explanation, the portion to look at in reading text books chapter one:
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b) Read the introduction and opening paragraph c) Read the first under each heading
d) Read each boldface heading e) Notice any typographic aids f) Notice any graphs or pictures g) Read the last paragraph or summery
d. Improving your reading methods
To improving reading methods there some kinds of reading should be done by students,
1) Skimming is the kind of reading in which the reader glances quickly though material. It suited to these purpose.
2) Ascertain whether certain topic, dates, or names are mention
3) Getting a bird’s- eye view to see the whether the material sounds interesting enough for a more careful reading
4) Keeping up with current news in the daily paper.
a) Careful reading is reading for details. It is the kind of reading needed whenever one must remember what is being read one must find and understand the idea presented.
e. Improving reading ability by paraphrasing
One of the best ways to the determine how will you understand what a writer says is by paraphrasing.
1) The purpose of paraphrase is to express clearly, in definite, easy to understand language, exactly what an author is saying.
2) A paraphrase is not a shortened form: it parallels the selection that it interprets.
3) A good paraphrase must fit these requirements It must be define
It must be warder
It must not repeat the author’s wording, except in minor, unavoidable
ways
It must contain all the main ideas of the original It must not add new ideas
f. The Common Reading problems
1) Sub vocalization
A common major reading problem is ―sub vocalization‖ the tendency to
―mouth‖ the words you are reading. It is product of the way in which
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2) Regression and Back-skipping
Regression and Back-skipping are similar distinct. Regression is a conscious returning to words, phrase or paragraphs you fell you have missed or misunderstood. Many reader fell they must return to them in order to understand the material. Back-skipping is a kind of visual tic, an unconscious skipping back to words or phrase that have just been read. You are almost never aware that you are back-skipping.
C. Definition of the Participatory Approach 1. Participatory
Is Participatory research makes a participatory approach to learning as a central part of a research process. Research is not done just to generate facts, but to develop understanding of oneself and one's context. It is about understanding how to learn, which allows people to become self-sufficient learners and evaluate knowledge that others generate. Good participatory research helps develop relationships of solidarity by bringing people together to collectively research, study, learn, and then act. Rather, participatory methodology is best described as a set of principles and a process of engagement in the inquiry.
The researcher is not an expert who is assumed to have all the knowledge and gives it to the people who are assumed not to have any knowledge. Rather, it is a facilitator who sets up situations that allow people to discover for themselves what they already know along with gaining for themselves new knowledge. In this process, the researcher not only learns from the participants, but also engages in dialogue by posing questions.
2. Approach
a. Theory of language is that knowledge of structures must be linked to situations in which they could be used gave situational language teaching one of its distinctive features (Frisby, 1957: 16).
b. Theory of learning is a type of behaviorist habit learning theory it addresses primarily the process rather than the conditions of learning ( Jack C. Richards: 35)
Participatory research stresses the importance of creating a participatory and democratic learning environment that provides people (especially the underprivileged) the opportunity to overcome what Freire has called the "habit of submission"—the frame of mind that curtails people from fully and critically engaging with their world and participating in civic life (Freire, 1978). It is only through participation in learning environments in which open.
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development, but also for reflection and action to improve students’ lives (Freire,
1960: 150)
One thing for teacher to keep in mind is that learning strategies may not always parallel teachers’ teaching strategies, and sometimes they may even be at
odds with each other. Some learners’ verbal interaction in classroom may be related to their own opinions about how they learn best (Schumann, 1977:144)
D. Common Principles in Participatory Monitoring
1. Participation – opening up the design of the process to include those most directly affected and giving the intended beneficiaries the change to speak out about local impacts,
2. Negotiation between the different stakeholders t reach agreement about what will be monitored and evaluated, how findings will be collected and analysed, what the data actually means, and how findings will be shared. And action taken.
3. Learning- a focus on cumulative learning by all the participants as the basis for subsequent improvement and sustained.
dynamics; 2) sampling; 3) interviewing and dialogue; and 4) visualization and diagramming. Other methods include storytelling, popular, songs and photo voice.
There methods which are typically rapid appraisal and assessment (observation, semi-structured interviews, transects), and others which are typically participatory learning and action methods (participatory mapping, diagramming, making comparisons etc.). But each can be used in a data collecting or empowering mode.
Methods to do with group and team dynamics are aimed at building effective interdisciplinary and intersect oral teams who are able to work closely with local people, approach a situation from multiple perspectives and negotiate with relevant stakeholders.
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E. Principles of the participatory approach
1. What happens in the classroom should be connected with what happens outside that has relevance to the students. The teacher listens for themes in what students say that will provide the content for future lessons.
2. The curriculum is not a predetermined product, but the result of an going context specific problem-posing process.
3. Education is most effective when it is experience-centered, when it relates to students’ real needs. Students are motivated by their personal
involvement. Teachers are co-learners, asking questions of the students, who are the experts on their own lives.
4. When knowledge is jointly constructed, it becomes a tool to help students find voice and by finding their voices, students can act in the world. Students learn to see themselves as social and political beings.
5. Focus on linguistic form occurs within a focus on content. Language skills are taught in service of action for change, rather than in isolation. 6. Students can create their own materials, which, in turn, can become text
for other students.
CHAPTER III
METHOD OF THE RESEARCH
A. Research Design
In this research, the research used Classroom Action Research (CAR). Classroom Action Research emphasized at social practice, aim toward enhancement, learning English process, joined by systematic invention. Kember in Mustary (2010: 24) said that the characteristic of Classroom Action Research were; (a) focus to social practice, (b) aim to improve the condition, (c) joined systematic invention, (d) be process reflective, (e) has participation, and (f) topic and its problem decided by practitioner.
Kemmis and Taggart in Wiriaatmadja (2006:66) described the procedure of Classroom Action Research into four steps; they are; (1) planning, (2) acting, (3) observing, and (4) reflecting. The relations among them was called a participation students when learning English in classroom.
In this plan stage, research made a good planning before doing research in the field, the planning is studying English. After the research got data about their learning English reading and their participation, the research gave them treatment to increase their ability and overcome and their learning English and their participation. There many things that the researcher had to prepare to conduct this research. They were lesson plan, reading text for their participation in learning English reading. To run the action research class, the researcher provided some instruments and evaluation.
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Action was done by basing on the planning and preparation that was arranged or formulated before. In evaluation and reflection, the researcher focused on the indicators that had achieved and had not achieved. After analyzing the indicator, the researcher focused on the indicator that had not achieved yet. The researcher looked for the problem solving to achieve the indicators. In evaluation and reflection also the researcher though the planning.
B. The Cycle of Research
This research consisted and focused of participation students in learning English reading pronunciation when every meetings. In this research consists of four steps, they are, planning, action, evaluation and reflection.
1. Planning
In this researcher prepares what had to do in action step. She prepared all of the instruments to get valid data. The researcher had made lesson plans to support the students’ increase based on the indicators that had made. She
made it based on syllabus. What the students had to do in the class also had been explained in lesson plans. The material given had been arranged in lesson plan.
2. Action
beginning the learning process, the researcher explained all the activities that the students had to do.
3. Observation
In this step, the researcher observed what happened in the classroom, what the students did in the classroom. The researcher had observe also the weaknesses of the learning process. Furthermore the researcher interviewed some of students. She did it for getting information about students’ opinion
about the method and the learning process. 4. Evaluation and Reflection
In this step, the researcher analyzed the weaknesses that she had got through observation. After analyzing the weaknesses, she looked for the problem solving for the weakness. In this step also, she had to think what she had to do in the next step.
C. Procedure of Collecting Data
For collecting data the valid data, the researcher used instruments, they were: 1. Test
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2. Observation
The researcher observed the students’ ability in learning reading and their
participation. She observed whether using participatory approach can increase students’motivation in learning English. She also identified the students’ problems in learning English reading. After identifying the problems students, she looked for the problem solving to overcome the problems the next meeting.
D. Researcher Position
In this researcher, the researcher is roles were as instructor, teacher and collaborator. As an instructor, the researcher had to pay attention to the learning or all activities in long day that usually done by the teacher. Furthermore, she was as a teacher because, she should teach the students directly and applied what she had made in lesson plan include introduced the material through participatory approach for the students. On the contrary, the researcher was as a collaborator whereas she had to work consistently together with the teacher it self in all steps of this research.
E. Data Resource
Table 1. The Form of the evaluation of Reading Pronunciation test
Classification Score Criteria
Very Good 80-100 All pronunciation are clearly and fluency when read
Good 60-79 All pronunciation are clearly, but choked up when read
Fair 40-59 All pronunciation are not clearly and not fluency when read
Poor 20-39 Just a few pronunciation
The data that was on the table used to assess the students’ English reading pronunciation. The highest score is very good and worst score is very poor.
F. Technique of Data Analysis
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Table 2: Pronunciation Assessment
Classification Score Criteria
Very Good 80-100 All pronunciation are fluency and clearly when read
Good 60-79 All pronunciation are clearly, but choked up when read
Fair 40-59 All pronunciation are not clearly and not fluency when read
Poor 20-39 Just a few pronunciation Very Poor 10-19 There is not pronunciation
Based on the table above, the students got very good if their score is between 80-100, good if their score is between 60-79, fair if their score is between 40-59, poor if their score is between 20-39, an very poor if their score is between 10-29.
G. Achievement indicators assessment
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CHAPTER IV
FINDINGS AND DISCUSSION A. Finding
1. The First Cycle a. Planning
In the first meeting, the researcher had to prepare all her needs first. She had prepared all of the instruments to get valid data with motivation students in learning reading text using participatory approach. This research consisted of three cycles, and each cycle was divided into two meeting. The researcher gave test at the first meeting in each cycle. It purposed to get data about their motivation in learning reading and it would be become a reference for the researcher to make research of planning in every cycle.
b. Action
1) The First Meeting
At the first meeting in the first cycle, the research gave reading to the students as a get valid data about their motivation and participation in learning English reading. At the initial meeting that was conducted on September, 17 2010 started on 08.50-10.10. At the beginning of leaning process, the students were given a list of reading by the researcher. The researcher also mentioned those motivation and their participation in learning reading with good pronunciation.
2) The Second Meeting
At the second meeting held in class on September, 22 2010. It was started on 10.30-12.10. because at the first meeting was the provision of pre test to the students to determine their English reading, so at the second meeting the researcher have begun to distribute or provide the material considered helpful to their motivation in learning English reading. The researcher also mentioned those with good pronunciation. After 30 minutes, the researcher divided the students into two groups based on the attendance list. The researcher asked each group about the topic on the reading and students had to answer.
3) The Third Meeting
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c. Observing
Based on observations made by researcher and collaborator in the first cycle, the data obtained are;
1) In the first cycle of learning, especially at the first meeting was made test. Learning situation was still full of noise, it was caused by the some of the students gave answering and responding about what the research asked and some of them just shouted which was not the right answer. The students got difficult to answer question caused the students do not know about the topic or material.
2) At the second meeting of the first cycle of learning, were still impressed passive in the learning took in the out of classroom. The students also were disturbed by uncomfortable situation because the learning process took place in out of the room. Many students from the others class joined to watch and made a noisy. This situation caused the students who are learning lost of concentration, because of this problem, the researcher worked hard to guide and motivate the students to be more active and participate in learning process.
quite a few of the students did not pay attention and not only that but there were the other students also told their friend the right answers if the students did not know the answer. Although the researcher and teacher always told them repeatedly that it was forbidden. So this section still made a noisy which made the researcher worked hard to organize the classroom. By applying test n this meeting, the researcher had got valid data about their motivation and participate in learning, and would be become reference for her to make research of planning in the next.
d. Reflecting
Table 3: result of Reading Pronunciation Assessment of the First Cycle.
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2. The Second Cycle a. Planning
Basically, planning at the first meeting and the second meeting have the same steps. In this cycle the researcher tried more increase some deficits on the first cycle with guide in indicator achievement. Mostly the acting in the first cycle and the second cycle were just same, but the researcher focused on the stabilizations of the second cycle to decrease the weaknesses in the first cycle showed by the valid data got from the test given. The main important thing that the researcher should do is participatory approach.
b. Acting
1) The First Meeting
2) The Second Meeting
The second meeting was conducted on October 13 2010; it was started at 08.50-10.20. Topic this time was different from previous meeting, where students asked to work together answer the question on the reading that has been already given. The students just were given 30 minutes to read the test. Furthermore, each students had to mention the read by their participation when learning process. The researcher had given a task for the translating the text and answer the question related to the previous topic. At the end of the learning, the researcher examined the students’ task and asked them one by one.
3) The Third Meeting
34
meeting that the students were divided in pairs and they should make a note of their friends’ active and participate answer a good every question
on the reading in learning process. At the end of the learning, the researcher asked the students to collect their note to be scored. For the next scoring, the researcher asked to the students the reading by basing a note that made by the students to score their participate in learning process.
c. Observing
Based on observations made by researcher and collaborators on the second cycle, the data obtained as follows;
1) At the first meeting, the students still showed boring and there is not motivation and participate to learn English. Most of them were always in and out of the classroom, disturbed each other, and yelled out to their friends with unclear matter. This situation made the researcher so sad. This matter caused the learning process was totally failed because the researcher still not test yet the students until the time was run out.
2) The learning process of the second meeting in cycle II was different from the previous meetings. Almost of the students enjoyed this section and did like the instruction of what the researcher given, but there were students still confused and did not know what they have to do. Referred to the students’
learning reading. At the end learning process, the teacher examined the students’ task related to the topic given. It was indicated that the students still
did not know yet those reading in learning. This made class was noisy because the students shouted each other to answer the questions given but still under controlled of the researcher and the teacher. Based on the failure at the previous meeting and strongly desire of the researcher, the second meeting of the second cycle was rather running well. It was caused she got help from the collaborator to manage the classroom.
3) By applying test in this meeting, the research had got data about their ability in learning reading and would be become reference for her to make researcher of planning in the next cycle. Almost all of the students pronunciation the read above correctly. But it could not make them give up. After giving correction, they could understand and try to pronunciation it correctly in learning English reading.
d. Reflecting
Table 4: result of Pronunciation Assessment in Reading of the Second
cycle.
Classificati on
Score Criteria F % N
Very Good 80-100 All pronunciation are fluency and clearly when read
36
Good 60-79 All pronunciation are clearly, but choked up when read
0 0 30
Fair 40-59 All pronunciation are not clearly and not fluency when read
10 32, %
30
Poor 20-39 Just a few pronunciation 19 61,3 %
30
Very Poor 10-19 There is no pronunciation 0 0 30
3. The Third Cycle a. Planning
b. Acting
1) The First Meeting
The first meeting in cycle III was conducted on October, 28 2010. It was started 16.00-17.20, basically, the activities of this meeting were same as the previous meeting, where the students were asked to work together in pairs to motivate the explain material before learn and that has been already given. The students were just given 30 minutes to read the topic and used approach. Furthermore, each students had to mention the read papers by throwing the participatory approach each other. They had to make a note about how many wrong answer that their partners made, after that, their notes were collected by the researcher to be scored. The researcher gave more explanations and instructions in order that all of the students understand and do what they must do.
2) The Second Meeting
This meeting was conducted on November 3, 2010. It was started at 08.50-10.10. The students were divided into four groups. Each group was given a list explanation from the researcher in the handbook. All students had to work together in groups and tried to answer the questions given even though they had obligation to their group but the question must be answered individually and never do deceit like tell their fiend in group the right answer if the students does not know it. 3) The Third Meeting
38
were given all the materials from the second meeting in cycle I until the second meeting in cycle III to be motivate and their participate in learning, but in the third meeting, students were given the test to test their English pronunciation during the research. Participatory approach should be prepared as a main tool to improve the students English by basing the objective of the research.
c. Observing
Based on observations made by researchers and collaborators on the third cycle, the data obtained were as follows:
1) At the first meeting, students began to show signs of interest in learning process, although many of among the students still were difficult to pronunciation on the reading. But almost of them had to pronunciation those the reading when learning process. The researcher also took their score after applying test.
2) Students were very enthusiastic about learning teaching process. Most of them struggle each other to raise their hands and called the researcher to be pointed for answering the question given. This made the class noisy. Based on observing that students showed an interesting been done, the students showed an interesting sign in learning English even though they still had difficulties in pronunciation.
d. Reflecting
Table 5: result of Pronunciation Assessment in Reading of the Third Cycle.
Classificati
Fair 40-59 All pronunciation are not clearly and not fluency when read effectiveness of using participatory approach to increase the students’ motivation and
participate in learning English reading through pronunciation assessment applied to three cycles that have passed.
40
pronunciation that was 0%. It mean that almost all students had no prior knowledge in English reading pronunciation special for the list read presented by the researcher.
Next to the second cycle, the researcher obtained better data than before. It was proved by the criteria of pronunciation in learning reading that was the students who got fair 32.2% and the rest got poor 61.3%
The last cycle was conducted because the research wanted better result than before, and she had obtained it. The criteria had showed that there were five students obtained ―good‖ (16.13%), fifteen students ―fair‖ (48.4%) and seven students still
got ―22.6%).
Every data above obtained by three cycle and each cycle had three meetings with different way.
CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
1. Using participatory approach was able to increase the students’ motivation in learning English reading to the second years students of MTs. DDI Kanang Kab. Polman.
2. Studying by using participatory approach was very effective to improve motivate and their participate the students’ English reading at the second years
students of MTs. DDI Kanang Kab. Polman.
3. Using participatory approach also could be adult to lack of their nervous when doing anything.
B. Suggestion
To increase their motivation and participate in learning ability command of the students, the researcher puts forward some suggestions:
1. For headmaster to give all the teachers many chances to create effective study approach and to apply based on students needed.
2. English teacher should apply some interesting media to increase students’ motivation in learning English reading.
3. For the teacher try to call up all the ability to increase study process quality as their burden by doing or using Classroom action Research in many classes. 4. For next researcher to use other method in doing a research.
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At the student have the mental strength to drive learning. The power drive comes from various sources. In the first incident, low motivation of students to be better after the students get the correct information. In the second, learning motivation can be low and can be repaired again. In both cases the role of teachers to enhance students' learning motivation was significant.
Motivation is seen as a mental which moves and directs human behavior, including learning behavior. In motivation inherent the desire to activate, mobilize, channel, and direct the individual attitudes and behavior study (Koeswara, 1989; Siagian, 1989; Schein, 1991; Biggs & Telfer, 1987).
Based on the statement above, it can be said that the motivation to learn is to urge or force in the student learning activities that lead to achieving the desired goals of students.
d. Role of Motivation
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