THE INFLUENTIAL FACTORS OF STREET CHILDREN’
ENGLISH LEARNING MOTIVATION IN BUGISAN
PEKALONGAN
A GRADUATING PAPER
Submitted to the Board of Examiner as a Partial Fulfillment of
the Requirements for the Degree of Sarjana Pendidikan (S.Pd.) in
English Education Department of Teacher Training and
Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
Arrange by :
Arifah Aulia Lutfiyah
113 12 045
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
v
MOTTO
“
Orang berilmu dan beradab tidak akan diam di kampung halaman
Tinggalkan negerimu dan merantaulah ke negeri orang.
Merantaulah, kau akan dapatkan pengganti dari kerabat dan kawan.
Berlelah-lelahlah, manisnya hidup terasa setelah lelah berjuang."
vi
DEDICATION
This thesis is sincerely dedicated for :
1. My beloved Allah SWT and Prophet Muhammad SAW who always
guide me and take care of me to be a good person.
2. My beloved father and mother ( Mr. Moh Zaenal Abidin and Mrs.
Uripah Sri Rejeki) who always have sincerity to grow me up, educate,
accompany and pray for me until getting success and their greatest live
and support for me at all until I can accomplish this graduating paper.
3. My beloved lecturer, Mr Rifqi Aulia Erlangga and Mr Maimun who
always support me and pray for me to success chasing my dreams.
4. My great volunteers in GREAT Indonesia, Volunteers from SCI
France Elen Soyer and Amandin, my best friends Julie Chao and my
closest friends Atik Magfiroh, Sefy Hanida, Badariyah, Nastiti Ardita
Sari, and Laily who always support, entertain, and help me to get my
dreams come true and make my life more alive. Thanks for your
everything.
vii
ACKNOWLEDGEMENT Bismillahirrahmanirrahim,
In the name of Allah, the most gracious and merciful, the kings of universe
and space. Thanks to Allah because the researcher could complete this research as
one of requirement to finish study in English and Education Department of States
Institute for Islamic Studies.
This graduating paper would not have been completed without support, and
guidance from individual and institution. Therefore, the researcher would like to
express special thanks to :
1. Dr. Rahmat Hariyadi, M. Pd. as the Rector of State Institute for Islamic
Studies (IAIN) Salatiga.
2. Suwardi, M.Pd., as Dean of Teacher Training and Education Faculty of
State Institute for Islamic Studies (IAIN) Salatiga.
3. Noor Malihah, Ph. D. as the Head of English Education Department of
States Institute for Islamic Studies (IAIN) Salatiga. Thank for all her
suggestions, recommendations and supports for this graduating paper from
the beginning until the end. She is really outstanding lecturer and mom for
students of English Education Department.
4. Dr. Rifqi Aulia Erlangga, S. Fil., M. Hum. as counselor who has educated,
supported, directed and given the researcher advices, suggestions and
recommendations for this graduating paper from beginning until the end.
viii
seemed will not be finished. He really gave big contributions to this
graduating paper.
5. All lecturers in English Education Department of IAIN Salatiga. Thank for
your guidance, knowledge, and support.
6. My beloved family. Thank for your love, support, and pray.
7. My beloved best friends. Thank for your love, laugh and pray.
8. All of my friends TBI 2012.
9. All of staffs who help the researcher in processing this graduating paper‟s administrations.
10.Everybody who has helped me in finishing this graduating paper. Thank
for your supports, advices, suggestions. The researcher hopes that this
research will be useful for everyone.
Salatiga, September 29th 2017 The Researcher,
ix ABSTRACT
Aulia Lutfiyah, Arifah. 2017. THE INFLUENTIAL FACTORS OF STREET CHILDREN’ ENGLISH LEARNING MOTIVATION IN BUGISAN PEKALONGAN. Graduating Paper. English Education Department of Teacher Training and Education Faculty. State Institute for Islamic Studies (IAIN) Salatiga. Counselor: Dr. Rifqi Aulia Erlangga, S.Fil., M. Hum.
Keywords: English learning, Street children, Motivation
This research aims are: to know the work of volunteer in vulnerable program in Bugisan, to describe the factors of street children motivation in learning English through the program. The research questions are; how the volunteers of GREAT work in vulnerable children program in Bugisan?, what are the factors of street children‟ motivation to learn English in Bugisan?. Therefore, this research limits the subject of the research. The writer conducted the research in Bugisan village, Pekalongan. in addition, this research used mix quantitative and quantitative descriptive approach. The methods of collecting data are observation, interview, questioner, and documentation. The implementation of vulnerable children project was held in Bugisan such as; Pusdaling - a mobile library on bicycle - is run every week, supporting the foundation in motivation learning trough worksheets, story telling, education games and watching movie in English, artistic concepts. Some
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TABLE OF CONTENTS
TITLE... i
DECLARATION... ii
ATTENTIVE COUNSELOR NOTE... iii
CERTIFICATION PAGE ... ... iv
MOTTO ... v
DEDICATION ... vi
ACKNOWLEDGEMENT ... vii
ABSTRACT ... ix
TABLE OF CONTENTS ... x
CHAPTER I INTRODUCTION A. Background of the Research ... 1
B. Problems of Research ... 5
C. Objectives of the Research ... 5
D. Significances of the Study ... 6
E. Limitation of the Study ... 7
F. Clarification of Key Term ……...7
G. Research Out Line ... 9
CHAPTER II THEORETICAL FRAMEWORK A. Previous Researches ...11
xi
1. Learning ...13
a. Definition of Learning ...13
b. Criteria of Learning ...15
c. Some Factors that Affect Learning Motivation ...16
d. Learning goals ...17
2. Street Children ...17
a. Definition of Street Children ...17
b. The Characteristic of Street Children ...20
c. The Problems of Street Children ...23
3. Motivation ...25
a. Definition of Motivation ...25
b. The Types of Motivation ...27
c. The Function of Learning Motivation...30
d. The Factors that Influence Motivation ...30
e. The Characteristic of High Learning Motivation ...33
CHAPTER III METHODOLOGY A. Research Location ...35
B. Research Approach ...36
C. Population and Sample ... 38
D. Technique of Data Collecting ...39
E. Data Analysis ...41
xii
CHAPTER IV RESEARCH FINDING AND DATA ANALYSIS
A. Implementation of Volunteers Work in Vulnerable Children Project
Bugisan ...44
B. The Influential Factors of Street Children‟ Motivation in Learning English in Bugisan ...47
1. The Result of Questionnaire of Street Children‟s Motivation in Learning English in Bugisan ...47
2. The Result of Interview of Street Children‟s Motivation in Learning English in Bugisan ...57
3. Analysis Factors of Street Children‟ Motivation in English Learning in Bugisan...51
CHAPTER V CLOSURE
A. Conclusions ...61
B. Suggestions ...63
xiii
LIST OF TABLES
Table 2.1 Problem Faced by Street Children ...24
Table 3.1 List of Children in Bugisan Pekalongan ...38
Table 4.1 First Questionnaire of Street Children‟ Motivation ...47
Table 4.2 Second Questionnaire of Street Children‟ Motivation ...48
Table 4.3 Third Questionnaire of Street Children‟ Motivation ...49
Table 4.4 Fourth Questionnaire of Street Children‟ Motivation...50
Table 4.5 Fifth Questionnaire of Street Children‟ Motivation ...51
Table 4.6 Sixth Questionnaire of Street Children‟ Motivation ...52
Table 4.7 Seventh Questionnaire of Street Children‟ Motivation ...53
Table 4.8 Eight Questionnaire of Street Children‟ Motivation ...54
Table 4.9 Ninth Questionnaire of Street Children‟ Motivation ...55
xiv
LIST OF FIGURES
Figure 3.1 Concurrent Triangulation Design ...37
Figure 4.1 Graph Total of First Indicator ...48
Figure 4.2 Graph Total of Second Indicator ...49
Figure 4.3 Graph Total of Third Indicator ...50
Figure 4.4 Graph Total of Fourth Indicator ...51
Figure 4.5 Graph Total of Fifth Indicator ...52
Figure 4.6 Graph Total of Sixth Indicator ...53
Figure 4.7 Graph Total of Seventh Indicator ...54
Figure 4.8 Graph Total of Eight Indicator ...55
Figure 4.9 Graph Total of Ninth Indicator ...56
CHAPTER I INTRODUCTION
A. Background of the Research
Language is the most important component of human-life activities
through language human can communicate with other and express feeling.
Every country has their own language which is used to communicate
within the local citizen. Most of the country in the world use English as a
language of international communication in order to ease the process of
communication with the people who has different cultural background and
nationalities. Along the time, the existence of English can replace other
language as main international communication because English is a
rapidly developed language.
English currently develops into more significant language for
people in Indonesia. Indonesia as a developing country needs some
information exchange of science, technology, economu and etc from other
developed countries to improve the quality of human life. In this
globalization era, The Ministry of Education of Indonesia considers the
important of English as a lingua franca for the students to learn it in the
school from Junior high school until university level. However, English is
still categorized as a foreign language in Indonesia. According to Jeremy
2
“Although English is not the language with the largest number of native or “first” language speaker, it has become
a lingua franca. A lingua franca can be defined as a language widely adopted for communication between two speaker whose native language are different from each
included in national examination and many companies have certain
requirement for everyone who would like to apply it, they should be able
to speak in English. It is as a result of economic and cultural globalization
that would be unavoidable. It can be concluded that English becomes an
important language to be learned by the students in Indonesia.
Based on Waluyo (2000:183), The economic development that has
been done by the Indonesian government has made progress in several
economic sectors. However, it cannot be denied that the development has
been implemented has resulted in several negative impacts. One of the
example is the creation of socio-economic disparities in Indonesian
society. The economic gap has generated many problems in both rural and
urban areas. One of problem is the emergence of street children
phenomenon.
Living as the street children is not an easy way. They are life in the
3
They work to survive their life in society. The existences of street children
are ignored by the community because they are considered as sources of
problems in the society. The perception exists in communitiy‟s mindset.
However, street children have their own right. They must have good
quality of life and education.
Other factors that cause children to fall into life on the streets are
due to economic problems, lack of parental attentions and environmental
influences. To solve the problems of street children is not easy. Many
efforts have been done by non-government organization, government,
professional organization, social organization and individu. They help the
street children to get out from their problem.
Gerakan Kerelawanan International (GREAT) or International
Voluntary Service Movement is a non government organization, which
organizes international voluntary service in Indonesia. It was established
on 23rd of august 2015 with its base in Semarang, Central Java, Indonesia.
It consist of dedicated volunteers who believe that trough thiw movement,
it gives the opportunity to all youth without exceptions and discrimination
to access education, experience and etc; by with the grow as the agent of
change in their respective (www.greatindonesia.org).
In Pekalongan, GREAT has some projects related to environment
case and social issues. One of social project is about vulnerable children
4
Bugisan. However, the writer focuss on vulnerable project in Bugisan
which place is slum area, nearby Loji river and Borobudur market. In this
project, GREAT of Pekalongan community works together with the local/
international volunteer, other organizations, foundation and surrounding
citizen to organize the learning activities for the street children in Bugisan.
Most of the children in Bugisan are still students of primary until
senior high school. They can access education for free from the donator
who supports their school fee. However, some of teenagers in Bugisan
don‟t want to go to school and prefer to be worker. The motivation of the people in Bugisan to get higher education is still lower. For example, the
fresh graduate students (Junior high school) are prefered to work or get
merried than to continue their study to get a better life.
To motivate the street children to get better education, GREAT
support the learning process by the material and the learning facilities for
the children. All learning facilities such as chairs, tables, book cases, white
board, stationaries, educate toys were obtained from donations and
fundings. One of funding that organized by Melanie, Elen and Amandin
the volunteers of SCI Concordia France is a website that created for crowd
funding and to support them to improve the street children‟s education
through non formal education in Bugisan and Pasir sari. From this website
5
succed to collect around 945 Euro or 14.819.898 Rupiah (accesed on
August 19, 2017).
Based on the background of Bugisan, the writer is interested to
know the advantages of vulnerable children project in improving their
quality life trough the activities of project and motivating them to learn
English with the volunteers from GREAT of Pekalongan. The writer is
interested in conducting a study case entitled “THE INFLUENTIAL
FACTORS OF STREET CHILDREN‟ ENGLISH LEARNING MOTIVATION IN BUGISAN PEKALONGAN”.
B. Problem of Research
Based on the background discussed above, the writer underlines the
problem as follow:
1. How do the volunteers of GREAT work in vulnerable children project
in Bugisan?
2. What are the factors of street‟s children motivation to learn English in Bugisan?
C. Objectives of the Research
Based on the background discussed above, the writer underlines the
6
1. To describe the volunteers of GREAT work in vulnerable children
project in Bugisan.
2. To describe the factors of street children‟s motivation to learn English in Bugisan.
D. Significances of the Research
This research is formulated as an effort of finding some significances. The
significances of this research are:
1. Theoretically, the results of the research can contribute useful
information for the development of learning activities for street
children, especially in conducting non-formal education activities.
2. Practically, through this research, it is hoped that the society has
different perception about their point of view of street children.
However, they participate to help the street children to figure their
problems out. Therefore, the street children have a good education.
It is expected that street children in Bugisan Pekalongan realize
and want to get a better education trough the non formal education in
GREAT project. The street children can continue their study higher
7 E. Limitation of the Research
This research is conducted in Bugisan, Pekalongan. The writer
takes the street children who live in Bugisan area, Pekalongan. The subject
of this research is the volunteers of GREAT of Pekalongan Community
while the object of this research is the street children in Bugisan. There are
three volunteers as the subject of the research. It focuses on the English
learning activities and the influence of it to street children‟s motivation in learning English.
F. Clarification of Key Terms
1. English learning
According to Slavin (2000:141) cited in Trianto (2009:16),
states that leaning is:
“Learning is usually defined as a change in an individual caused by experiences. Changes caused by development (such as growing taller) are not instances of learning. Neither are characteristics of individuals that are presented at birth (such as reflexes and response to hunger or point). However, humans do so much learning from the day of their birth (and some say earlier) that learning and development are inseparably linked”.
It can be meant that learning is individuals changing from
their habit through experiences. The growth of individual cannot be
meant as a source of experiences. Experiences are taken from
individual activities. Moreover, learning is started from the earliest
8
2. Street children
According to Suyanto (2010:186-187) says that the street
children are divided into three groups;
Firstly, children on the street are those having activity as
the child worker on the street, but still having close relationship to
their parents. Some of their income is given to their parents. The
function of street children in this category is to help reinforce their
family‟s economic support because their parents cannot fulfill the daily needs.
Secondly, children of street are those who participate fully
on the street, either socially or economically. Some of them still
have relantionship to their parents, but their meeting frequency is
not certain. Some of them are those category as very risk children
to get mistreatment, whether socio-emotionally, physically or
sexually.
Thirdly, children from families of street are those coming
from the family who living on the street. Although these children
have strong kinship, they should move from one place to another
place with any risks.
It can be learn that the street children have their own type
9
of families. Furthermore, the children who are still students can
called as street children if they spent their more time on the road
and do social ecomoniec as well.
3. Motivation
Based on Hamzah (2008: 27), basicly motivation can help
in understanding and explain the individual‟s behavior, including
in learning procces. There are several important role of motivation
in learning process, such as (1) determine the important thing to
engage the motivation‟s student to learn, (2) clarify the objectives
of learning, (3) determine the disciplines in learning process.
It can be learnt that motivation as a phenomenon which
determinates to understanding level of the individual. The
motivation determines strength of an enthusiasm will devote to tha
achievement. For example: motivation tolearn and to get high
score.
G. Research Out Line
This research is divided into five chapters. In order to get a tidy
presentation, the researcher conveysthis graduating paper in the following:
Chapter I is introduction. It consists of background of study which
10
study that is observed by the writer, next is limitation of the study which
mentions the specific problem that the writer explains. Besides that it
includes objective of the study that consist of the aim of the study,
significances of the study that describe the advantages of the study, and
then the clarification of key term. Last is research out line.
Chapter II is theoretical framework. It consists of related literature
review. In this chapter, the researcher divides into two parts, namely:
previous research and theoritical framework.
Chapter III is research methodology. This chapter deals with the
object of research, research types, data sources, the method of collecting
data and the method of analyzing data.
Chapter IV is findings and discussions. It consists of an analysis on
street children‟s motivation in learning English through vulnerable children project by Gerakan Kerelawanan Internasional‟s volunteers
(GREAT) in Bugisan Pekalongan.
Chapter V is conclusion. It is the last chapter of the research. It
ends of the research and the researcher states the conclusions and
suggestions of the research in summary.
References
11 CHAPTER II LITERATURE RIVIEW
A. Previous Researches
There are three researches had conducted in relation to this
research that the street children are as the main discussion. The related
researches are as the following:
Ruswanto (2004) who conducted a research to finish his study in
the Dakwah Faculty of UIN Sunan Kalijaga Yogyakarta. His research was
about “Pemberdayaan Anak Jalanan di Rumah Singgah CERIA Yogyakarta”. It was to learn more about how to empower the effort undertaken by Rumah Singgah CERIA, what are some factors can support
and hamper the empowerment of street children in Rumah Singgah
CERIA. Some findings came out as the result of the research such as the
kind of empowerment that was used by Rumah Singgah CERIA; coaching
the street children in spiritual improvement, social development and
education, while the empowerment of effort that done by Rumah Singgah
CERIA were approaching, preparation and termination.
Argyo Demartoto (2012), in his research he focused on “ Need-Based Street Children Management in Surakarta City of Central Java
Province of Indonesia”. The research indicated some characteristics of street children, the cause of children becoming street children and the
management of street children problems in Surakarta City. An evaluation
12
conducting data study, semi-structured interview, observation, and used
literature source such as electronic media (internet).
Some findings came out as the result that the management of street
children was determined by the need and problem the street children. The
open house for street children as well as community based approaches by
conducting activity and advocacy on the street children problems
involving all potencies of society. In fact, the approaches are overlapping.
The most important point was empathy and commitment to manage the
street children problems.
Abdul Basthit Ar Rido (2015), the was about “Aktivitas Komunitas Save Street Children dalam Pendidikan Moral Anak Jalanan di Daerah
Lokalisasi Baluunggangkring Mojokerto”. The research aimed to describe the activities of the Community Save Street Children in moral education of
street children in the area Balungcangkring localization as well as the
obstacles encountered and solutions did.
He used a qualitative approach such as descriptive study,
observation and structured interviews. The findings result of this research
was conducted by Save Street Children were archipelago class, hygine
education, discipline and manner. Further, edutrip activities of the street
children taught about the moral culture. Furthermore, they concerned
about moral education.
From the previous researches, this research has the distinction
13
took the subject in Bugisan Pekalongan. Beside this research further
highlighted the motivation of street children in English learning process
through the Vulnerable children project by GREAT NGO. Furthermore,
the writer investigated the works of volunteers on the learning activities
for street children.
B. Theoretical Framework
1. Learning
a. Definition of Learning
Learning according to Kennedy (2011:11), learning
involves the acquisition of particular skill which is useful in here
and now, or knowledge which is relevant for the moment but may
not have broader educational value.
According to Uno (2008: 23), learning is a relatively
permanent change in behavior and potentially occurs as a result
and practice or reinforced practice.
This behavioral change is the acquisition that results from
learning. Learning is a human process to achieve various
competencies, skills and attitudes.
According to Pritchard (2008:01), learning is something of
14
participated. Furthermore, learning is the development of new
associations as a result of experience.
Learning it is a pure internal process Learning is a process
that can not be seen, that process occurs within a person who is
learning. All learning takes place internally within the individual..
According to Schunk (2012:03), also explain some
definition of learning, such as (1) Learning is acquisition or
"getting.", (2) Learning is retention of information or skill, (3)
Retention implies storage systems, memory, cognitive
organization, (4) Learning involves active, conscious focus on and
acting upon events outside or inside the organism, (5) Learning is
relatively permanent but subject to forgetting, (6) Learning
involves some form of practice, perhaps reinforced practice, (7)
Learning is a change in behavior
Learning is a change of behavior or appearance with a
series of activities such as reading, observing, imitating, listening
and so on. Learning would be better, if the learners have
experience and do it.
Furthermore, Pritchard said in his book “Teaching ways of
learning: learning theories” the definition of learning into some
items. They are : (1) a change in behavior as a result of experience
15
through study, (4) to gain knowledge of, or skill in, something
trough study, teaching, instruction or experience, (5) a process by
which behavior is changed, shaped or controlled, (6) the individual
process of constructing understanding based on experience from a
wide range of sources.
Those explanations have the same focus that learning is an
effort to get something done. It may that they have different point
of views on how they define learning such as; intentional learning,
integral part of life and behavioral changing. Those still lead to the
conclusion that learning is a process of self development.
b. Criteria of Learning
Based on Schunk (2012:04) in his book “Learning Theories: An Educational Perspective”, there are some Criteria of learning:
1) Learning involves change; is that learning involves change – in behavior or in the capacity for behavior. People learn when
they become capable of doing something differently.
2) Learning endures over time; this excludes temporary
behavioral changes (e.g., slurred speech) brought about by
such factors as drugs, alcohol, and fatigue.. (3) Learning
16
others). This criterion excludes behavioral changes that are
primarily determined by heredity, such as maturational
changes in children (e.g., crawling, standing).
c. Some Factors that Affect Learning Motivation
Learning is a process that leads to a change or renewal in
behavior and skill. The successfulness of learning depends on a
variety of factors. According to Purwanto (2007:102), the learning
motivation divided into two:
1) Factor that exist in self organism itself or individual factor.
Such as maturity / growth, intelligence, exercise, motivation
and personal factors.
2) Factor that exists outside of individual or social factor. Such as
family / home circumstances, teachers and teaching methods,
tools used in teaching learning, the environment and
opportunities, and social motivation.
Syah (2010:129) says there are three kinds of factor that
affects on leaner‟s motivation:
1) Internal factors, students' physical and mental condition;
17
3) Factor of learning approaches, types of learning effort that
include strategies and methods used by learner to conduct
activities to learn the subject material.
d. Learning Goals
Every activity that someone does must have a goal to be
achieved. The purpose of learning is to develop the ability of
learners to be more directed. According to Suprijono (2013: 05)
there are two kind of purpose of learning; firstly, the explicit
learning objectives achieved by the action of instructional, or
instructional effects are usually in the form of knowledge and
skills. Secondly, the purpose of learning as a result of instructional
learning commonly called murturant effects.
The learning product which may result from learning
activity. These products are: (1) skill and habit, (2) social
competence, (3) abstract and creative thinking.
2. Street Children
a. Definition of Street Children
The Ministry of Social Affairs (1999) provides
understanding about street children are children under the age of 18
years due to various factors such as economy, family conflicts to
18
Furthermore, UNESCO explain where the street children
come from, these children from: (1) Urban families, generally poor
or in marital crisis, (2) More and more the rural areas (rural
exodus), (3) Minority ethnic groups from neighbouring countries,
(4) Nomad communities who have settled on the outskirts of town
– shanty towns – who have fled from natural disasters, (5) Political or religious minorities exluded from their own country or rejected
by formal schools due to the rigidity of the school system.
UNICEF defines “street children are those who abandoned
their home, schools and immediate communities before they are
sixteen years of age have drifted into a nomadic street life
(UNICEF, 1997). They are children in difficult circumstances, who
struggle to survive in urban or suburban areas and who, in their
search for help, often fall foul of law.
Based on Amnesty International (UNICEF Assesment of
Street Children), divided the street children into two main
categories; (1) Children on the street are children who do the
economic activities on the road, such as be begger, seller and so on.
These children should return home when they finish. They should
give the money to family because their family is a poor family. The
instability of family‟s economic condition forces the children to
19
children who really stay and live on the street (outside the family
surronding), the relathionship with family still exist but estranged
and its only for formal status.
According to Suyanto (2010: 186) based on the results of
field studies, the outline of street children can be divided into three
groups
First, children on the street, children who have economic
activities as child laborers on the streets, but still have a strong
relationship with their parents. Some of their income on the street
is given to their parents. The function of street children in this
category is to strengthen the economic buffer of their families
because the burden or pressure of poverty that must be borne can
not be solved by their parents.
Second, children of the street, the children who participate
fully in the streets, both socially and economically. Some of them
still have relationships with their parents, but the frequency of their
meetings is uncertain. Many of them are children who victim such
as violence, run or leave home.
Third, the children from the family of the street, the
children who come from families who live on the streets. Although
these children have strong familial relationships, their lives move
20
of this category is the laying of street life since the child was a
baby even from the moment of the womb. In Indonesia, this
category is easily found under various bridges, wild houses along
the railroads, slum area and so on.
b. The Characteristic of Street Children
According to Suyanto (2010:190) says there are some
characteristics of street children, such as;
1. the age average is between 6 – 18 years old,
2. the intensity of the family relationship (regularly the
street children meet their family, not often to meet their
family for example only twice perweek, and no
communication at all with the family),
3. they spent their time more than 4 hours perday on the
street,
4. the common places to meet the street children are in
traditional market, bus station, train station, city park,
road, shopping centre, and public transportation,
5. the street children‟s activities are worker as shoes polisher, scavenger, street singer, car washer, beggar,
joki three in one, sex worker and so on.
Meanwile, based on Rosdalina (2007:72) there are 4
21
1. They do activities in a public space (on the roads,
markets, shops, malls) for 3 – 24 hours perday,
2. They have lower education (most of them are dropped
out from the school and only few who graduate from
primary school),
3. They come from a poor family (urban community and
some of them don‟t have family),
4. They do economic activities/ work in the informal
sector.
Some factors cause the children become street children
based on Suyanto (2010:197);
a. The families‟ financial problem
Most of the street children come from the poorest
family. They should work to fulfill their family needs. It
becomes normal for these children to do economic activities on
the street. The children are still under age and it becomes
difficult to find the good job for them. Sometime their parents
teach them to become street children as well when they are still
kid. Normally, people get easy to meet them directly in the
streets. In other case, we can see the women cradling a baby as
begger in the streets with hope that everyone who see it will be
22
c. The environment of children community
Friends can cause the children to be street children.
They can influence someone to play and do activities together
with them in the roads. In the teenager social life, positive self
estem has an important role in the strong and healthy of
personal establishment. The good environment creates the
personality to determine which one is good or not, including to
be able to say “no” to reject the negative thing. In other words, these children are not easily influenced by various temptation
that encounter a teenager to do something negative.
d. The violence from the broken family.
A study carried out by UNICEF on children who
categorized as children of the street, shows that their
motivation to live in the street is not only because of financial
problem but also because of violence of the parents. The
children are preferred to live in the street because it provides
them an alternative living than living with the family but full of
violences. The children can survive their life from violence if
they stay in the street. If the still stay with the family, they must
23 C. The Problem of Street Children
The problem of street children is a common phenomenon in
big city cities. The steer children as child labour and the presence
of children on the streets must be seen as less a phenomenon of
poverty and more of phenomenon of social attitudes, exploitation,
compulsions and sensibilities. This is evident from some
developing countries, which tackled this problem much before the
economic advancement.
The term „street children‟ tends to carry very strong emotional overtones, because every aspect of their lives is exposed
to the public gaze - their physical appearance, their way of life and
their behaviour. Hence, conflicting emotions of pity, disgust,
horror and disapproval among the public have resulted.
To survive their life, street children usually do various jobs
in the informal sector both legal and illegal and they involved in
marginal economic activities like collecting rags, shining shoes,
pulling carts and rickshaws, cleaning the streets, dishwashing in
hotels, begging, hawkers, newspapers seller, picking up garbage,
street musician, carpenters, and not infrequently there are street
children who involved in criminal-type jobs such as stealing and
24
The children who grow in an environment that is not in
accordance with the process of personal formation of children, that
street children have higher risks of experiencing exploitation.
Table 2. 1
Problem faced by street children (Suyanto, 2010:190)
Aspect Problem faced
Education Some of children drop out from the school
Intimidation Become the target of street children violence from other group, officers and sweeping
Drug addictive Drug, alchohol, pills and so on
Health care Range of skin desease, lung and gonorhoe
Living Generally they live in any place or in slums area
Risk of work Traffic accident
Relationship with family Generally they are apart and not connected to the family at all
Food Begging from the trash and sometime they buy the foods.
One of the children's rights is to enjoy education.
Furthermore, the continuity of street children education can be said
to be very apprehensive, while the age of street children is under 18
25
“Children are our future” as aptly said. Problem with
children will affect the future of our world. Therefore
understanding the status of children in need of the care is also the
need of the hour. Majority of the investigations which have
explored the phenomenon of street children make a mention of the
social and economic conditions such as extreme poverty, marital
discard, family breakdown resulting in the homelessness of the
child, arrival of step parent, etc., Other factors such as
marginalization of families, social and regional inequalities
impinging on individuals, communities and families at local levels
and natural calamities were also found responsible for the swelling
numbers of street children in our society.
The phenomenon of street children is the main reason
behind the clustering children in the cities. The frequent crop
failure due to flood and drought, small economic land holdings,
dearth of employment and above all the lure of the city life pushed
people more and more to the city. When the parents came, with
them children too came to the city. The poor parents who could
seldom earn enough to feed themselves allowed their children to
grow up unprotected and uncared for and many children took
abundance in large cities. Some took up jobs as helping hands to
26 3. Motivation
a. Definition
Arnold (1993:13) in “Affect in Language Learning” said that motivation is actually a cluster of factors that energize
behavior and give it direction. Motivation involves the learner‟s
reasons for attempting to acquire the second language, but
precisely what creates motivation is the crux of matter.
As Brown (2000) cited in Harmer (2001:160) points out, a
cognitive view of motivation includes factors such as the need for
exploration, activity, stimulation, new knowledge, and ego
enhancement. Motivation usually arises from the self and from the
person we might expect. Motivation is anything that drives
behavior that requires people‟s need.
Motivation is a condition that is formed from various
driving forces in the form of insistence, motives, needs and desires.
In learning activities, motivation is a force that encourages
individuals to do learning activities to achieve learning objectives.
According to Donald (2000) cited in Sardiman (2000:88),
27
a. Motivation initiates the occurrence of energy changes in
each individual of human being. Energy changes that occur
as an action or do something.
b. Motivation is characterized by the the feeling, such as
someone who has high motivation in learning.
c. Motivation for purpose.
Motivation is one aspect of social psychology, because
without a certain motivation someone will be difficult to do
something. As a teacher we must explore the motivation of
learners so they can learn well.
b. Types of Motivations
Learning motivation according to Sardiman (2004:88-91),
there are two types of motivations;
a. Intrinsic motivation
Instrisic motivation is the motive that becomes
active or functioning does not need to be stimulated from
the outside, because in each individual there is a drive to do
something. In terms of the purpose of the activities
undertaken of learning activities, the instrisik motivation is
the desire to achieve the goals contained within the act of
28
to gain knowledge, values or skills in order to be able to
change his/her behavior costructively, not for any other
purpose.
Instrisic learning is inherent in learning situations
and pupil-needs and purposes. The instrisic motivation can
also be said as a form of motivation in which the learning
activity is initiated and passed on based on an impulse
within and is absolutely related to the learning activity.
Learners have motivation to be educated, knowledgeable
person, and an expert in a particular field.
b. Extrinsic motivation
Extrinsic motivation is the active motive and
functioning because of the stimulus from the outside. This
motivation can also be said as a form of motivation in
which learning activities are initiated and impulse from
outside that is not absolutely related to learning activities.
Most of the learners dynamism is changing, and also other
components of learning components are less attractive to
learners, so extrinsic motivation is required.
According to Harmer (1983:51), there are two kinds of
29
a. Extrinsic Motivation; 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.
b. Instrinsic Motivation; by contrast, come from within the
individual. Thus a person might be motivated by enjoyment
of the learning process itself or by a desire to make
themselves feel better.
Meanwile, based on Yusuf (2009:03) says that learning
motivation can arise from internal and external factors;
a. Internal Factor
1) The physically factors; are the affected factor from the
body and the individual‟s appearance. This factors
include nutrition, health and physical function
especially five senses.
2) The psychological factors; are internal factors related to
the encourage aspect or inhibit aspect for students in
learning activities such as students‟ spiritual.
b. External Factor
1) The social factors; are the factors from people around
30
2) The non-social factors; are the factors from the physical
condition around the students such as the athmospere,
time, place and learning facilities.
Based on the type of motivation above motivation that
causes a person to move his behavior influenced by the motivation
from within himself. This motivation is more influenced by efforts
to their needs.
c. The Function of Learning Motivation
According to Nasution (1995: 77) Motivation has three
functions, are:
1) Encouraging people to act, as a motor that releases energy for
every activity to be done.
2) Determine the direction of action. Toward the goal to be
achieved so that motivation can provide direction and activities
to be donerelated to the purpose.
3) Selecting the action, which determines what actions should be
done to achieve the goal.
It can be concluded there are three functions of motivation
is to encourage people to do, determine the direction of deeds and
selecting deeds.
31
According to Dimyati and Mudjiono (2010:97-100), there
are some elements that affect the motivation to learn;
1) The aspiration and the dream of students.
Dreams can take place in a very long term, eventhough
until the rest of life. The dreams of learners to be “someone” will strengthen their spirit in learning and direct their learning
behaviors as well. Dreams are constantly pursued and make
every effort trough such obstacles in order to achieve their
dreams.
In this case the dream of learners will strengthen the
motivation to learn from the instrisic and extrinsic. The
achievement of the goal will realize self-actualization.
Therefore, aspirations and dreams are very influential on
someone‟s learning motivation.
2) The students’ ability in learning.
There are some psychological aspects inside of
students. For example; observation, attention, memory, and
imagination. The students who have high motivation in
learning, they will get success. The willingness to be success is
strengthen their motivation.
32
The students who are sick, hungry, sleepy or uncontrol
emotional will interfere the concentration or attention of students
in learning procces.
The learner who had a high learning motivation, suddenly
became low only because of his physical condition and spirit
were disturbed. In other words, the learners' physical and spiritual
conditions influence the motivation of learning.
4) The condition of environment;
it can be the natural condition, living environment or
family, association life and society. As a member of society the
learners can be affected by the surrounding environment.
Natural disasters, slums area, naughty friends, fights between
learners, will interrupt the learning consetrarion. Healthy
environmental conditions, living harmony, a clean and
beautiful environment will make children eager and strengthen
the motivation to learn
5) The basic elements of study dynamic;
the dynamic elements in learning are the existence of
elements in the learning process are not stable, sometime weak
and even disappear totally. The elements of dynamic in
33
willingness, and the mindset of students about their experience
with their surrounding life.
6) The teachers‟ efforts to teach the students;
How the teachers prepare themselves to teach the
students from mastering the material, how to deliver the
material, how to attract the students‟ attention and how to
applied the role in the classroom or in the school area.
Some factors that influence motivation are from the learner
themselves, such as students‟ learning ability, the condition of the students and their environment, the students' needs, attitudes and
reinforcement that exist in the students to learn. The efforts of
teachers in learning are motivating learners to learn. High
motivation of the learner in learning, they will get optimal learning
outcomes.
e. The Characteristic of High Learning Motivation
There is motivation that encourages a person to do
something in order to achieve goals. According to Sardiman (2005:
85), the characteristics of learners who have high learning
motivation, are:
a. Diligent and good in facing the task. The learners can work
34
b. Never give up in facing the learning difficulities;
c. Interest in various problems;
d. Independent, prefer to work alone (not depent on others ) and
feel satisfied with the result achieved;
e. Be bored with the routine tasks which is less creativeness
activities;
f. Be able to defend their opinions;
g. Believe in himself;
h. Be happy to find and solve problem in learning context.
The characteristic of motivation will be very important in
teaching and learning process. In teaching and learning activities
will work well if the learners are diligent in doing the task and wise
in the face of learning difficulties. Based on it can be concluded
that component of learning motivation are; discipline, active,
35
CHAPTER III
RESEARCH METHODOLOGY
A. Research Location
1. The Background of the Place
The writer conducted the reseach for three weeks, started on
July 1st until 21st 2017. It is located on Kampung Bugisan Rt/Rw 01/01
No.04, Panjang Wetan, East Pekalongan, Central Java, Indonesia. This
area was created as Bugisan learning center by volunteers from
GREAT of Pekalongan community. It office addres is on Perunggu
street 4E/8 Rt/Rw 04/09, Perumahan Podosugih Indah, Pekalongan
51111.
Bugisan is area in Pekalongan where children with less
opportunities and drop out children living. It happens because of very
less income of their parents who normally work in informal sector. A
hard living in the city leads people to be hardly struggle for living.
This cause parents will insist the children as “money producer” by asking them to go down to the street to beg money or be the parking
boy. They asked them to do it because most of the people will feel pity
on children rather than adult in giving money. This situation put the
36
In fact, according to convention if the righs of the child,
children have rights to survival and development. Include the right to
education, primary healt care, leisure and recreation, cultural activities,
etc (unicef.org/crc). Eager to contribute to fulfill as possible the right
of children living in the Bugisan area with guarantee of suistainable
action and mentoring to the children, GREAT organized Bugisan
learning center as the place to study more and get new knowledge and
skill.
The reasons of the writer choose this place are:
a. Bugisan is one of GREAT‟s vulnerable children project in Pekalongan beside in Pasir Sari (prostitution area) and Poncol.
b. The street children in Bugisan are more interested in art, drawing,
handicraft things, non-formal education in line with the project
and normally the love to do the activity near the street.
c. Local and international volunteers are organized to create
interesting creative activities to motivate the chidren to keep
continue their study or go back to school and organize various
skill development activities, like English speaking skills.
B. Reseach Approach
In this research, the writer used mix of descriptive qualitative and
37
research was chosen due to the type of the study which is to know the
English learning motivation of street children in Bugisan. Creswell and
Plano Clark, 2007:37) define mixed methods research is an approach to
inquiry that combines or associates both qualitative and quantitative forms.
It involves philosophical assumptions, the use of qualitative and
quantitative approaches, and the mixing of both approaches in a study.
This mix method strategies can be described using notation that has
develop in the mixed method field. The folloring is adapted from Morse
(1991), Tashakkori and Teddlie (1998), and Creswell and Plano Clark
(2007), who suggest the following:
A “+” indicates a simultaneous or concurrent form of data collection,
with both qualitative and quantitave data collected at the same time.
A “ ” indicated a sequential form of data collection, with one form
(e.g qualitative data) building on the other (e.g. quantitative data)
Figure 3. 1
Concurrent Triangulation Design (Creswell et al, 2003:210) +
QUAN QUAL Data Collection Data Collection
Data Results Compared
QUAN QUAL
Data Analysis Data Analysis
38 C. Population and Sample
One of purposes of this study is to find out what kind of factor that
influence the street children motivation in Bugisan. Subjects identified
should be people who have the information and willing to provide that
information.
In this case, the writer puts the children as the respondents instead
of the volunteers themselves because the writer wants to find out the
results from students‟ perspective, instead of volunteers‟. Thus, the
population is the street children in Bugisan, who come and join activities
in vulnerable children project. There are 10 children who have various
gender, age, knowledge, educational and social background.
The list data of the children in table 1. 1. The writer writes down
the initial of children‟s name as Respondent (R) and number; e.g R1, to
keep the confidence of them and put them according their age. Besides
that, the writer confidentally keeps the indentity of the subjects in order to
make the subjects are comfortable to give the data.
Table 3. 1 List of children in Bugisan
39
R8 NK F 12
R9 RG M 12
R10 IIP M 12
D. Technique of Data Collecting
Data collection method is a conscious effort to collect data that is
carried out in a systematic and with standard procedure (Arikunto,
1998:223). In data collection, the writer using three different methods of
data collection, each method used to obtain a different data. In the
collection of data in the formulation as follows:
a. Observation
The method of observation is one of the methods of data
collection which requires a researcher down to the field to observe
the things which related with space, place, actors, activities, objects
time, events, goals and feelings (Arikunto, 1998:165).
The type of observation that used by the writer is complete
participant – research conceals role. The writer as researcher has a first hand experience with the participant. The advantage of
complete observation is ease of access. The complete observation
can be quick way to become acquinted with qualitative method. As
an initial research activities, the writer became the teacher to help
the volunteers to teach the street children directly. The writer
40
facilities, material and the learning method that used by volunteer
to attrack the street children‟s motivation to learn.
The writer also did observation related to the condition of
the environment in Bugisan, the living condition, and the house of
the street children condition. The aim is to know the street
children‟s background.
b. Interview Method
An interview is a conversation done to collect data about
various things from a person or group of people. Meleong
(2013:139) said the interview is used as a data collection technique
when researchers want to study introduction to find problems that
must be examined and also when researchers want to know these
things from respondents more deeply. The type of interview used
by the writer is; face to face, one on one, in person interview, and
email internet interview.
This type of interview is very useful when the participant
can not be observed direcly. The participant can provide historical
information. Data obtained from this technique are non formal
education activities, the volunteers‟ problems while conducted the activities, and the factors can influence the street childrens'
41
c. The Documentation
According to Noor (2012:141) says that documentation
techniques used to obtain data in the material form of the
documentation form of note or writing. This technique is used as a
tool for data collector attachment that cannot be obtained through
observation, interview. The main features of this data is not limited
to time and space so that the member the opportunity to researchers
to know the things that never occurred in the past.
d. The Questionnaires
The writer used-administered questionnaire to collect the
data. According to Arikunto (1993:202) administered questionnaire
is a tool collection of data or information as the instrument data
collection with how to convey a number of written questions to
answer in writing on the respondents.
E. Data Analysis
Techniques of data analysis refer to the analysis model of Miles
and Huberman cited Sugiono (2003:337) is;
1. Data collection
Data collection is the process of collecting information or data needed
42
2. Data reduction
Data reduction includes the selection of data through summary or brief
descriptions and data classification
3. Data presentation
Data presentation is done in order to organize data which is arranging
information systematically from the result of data reduction.
4. Conclusion
Conclusion is an attempt to interpret data, record and data
classification. The collected data is presented systematically and given
meaning.
Analysis is an effort to find what is important and to decide what is
beingexplained to another by working with data, organizing data, selecting
data, synthesizing data, finding its patterns (Moleong, 2009:248). This can
be informed that data analysis is processing data to get the research‟s finding. Analysis is the way of the writer to find the meaning from the data
Based on Sudjono (2012:43) to analyze the collected data and the
data needs to be analyzed the steps that the author do to instructing and
analyzing data is as follows:
1. The Editing, edit data is the activity check collected data. Check the
questionnaires which have been fully charged whether is charged with
43
2. Tabulating and Scoring, is advanced stage in a series of data analysis
process. By creating the tabulation of the data field will be arranged in
a table so that it can be easily analyzed after data is made in the table
and then all the questions questionnaires given value score each
itemnya with how to answer that a letter will be transformed into a
numeric value.
3. Analiting and interpretation,the next step is to analyze the data after
data tabulated in the number of the frequency of the answers
respondents for each alternative, then dipersentasikan with the
FORMULA : p = f
Nx100%
P= Numbers of answer
F= Frequency that are seeking
N= Number Of Cases (number of respondent)
F. The Validity of Data
The validity of the data relates to a certainty that measured is really
a variable to be measured, this validity can be achieved by a triangulation
process, a technique of checking the validity of data for checking purposes
44
CHAPTER IV
FINDINGS AND DISCUSSIONS
A.
Implementation of Volunteers Work in Vulnerable Children Project in Bugisan PekalonganThe results could be known from how the activity of learning
English runs in Bugisan by joining into the classroom diretly. Motivation
had an important role in the world of education because motivation is one
factor that allowed children to concentrate more, spirit and fun in learning
.
English learning activities in Bugisan took place on Monday until
Friday and it started at 14.30 – 17.00 WIB. The methods used by the volunteers in delivering English materials were vary, such as:
1. Pusdaling - a mobile library on bicycle - is run every week:
Pusdaling library or bike around was one of the methods used
by volunteers to improve the spirit of street children‟s motivation in English reading comprehension. The strategy that used by volunteer to
attract the attention of children were using doll or puppet teathre. The
aim of theathre was to visualize the value of the book. The volunteers
tried to use bilingual book in order and the students could learn
45
vocabularies in English that related to the story and asked the children
to repeat it.
2. Supproting the foundation in motivating learning of the children
trough learning worksheet, story telling, education game and watching
cartoon movie in English.
Interaction among residents at the teaching and learning with
children in bugisan is not easy especially all learn in the same class.
Every child has the background and different age. To resolve a
problem, the volunteers used worksheets as learning media which was
adjusted with the interest the ability and age of participants.
Story telling was usually done as a learning media listening for
children. Volunteers were using two languages in conveying the story,
there were Indonesia and English. The theme took through story
books and synopsis of a movie. The activities of watching movie were
conducted on weekend as additional activities. The movie was played
such as cartoons until horror movie and all depending on the request
of children.
Education of the game was one of the methods used the
volunteers to teach children in Bugisan about English. Game activities
evaluated most effective to get children about English strategy. The
selected Game usually was a traditional game that was already in
the modification and international games from Japan, France,
46
children did not feel burdened with the teaching and learning activities
that required them to think and their characters were very hyper
active.
3. Artistic concepts.
How to introduce English to children in Bugisan was not easy,
through the artistic concept, the volunteers made the English language
learning activities become fun such as singing, dancing, painting,
handicraft, music and theater.
The dancing activity was the most favorite thing for children
Bugisan. Most of the girls in Bugisan were fond of dancing because
they got extracurricular dancing in any strands to remember the art in
Pekalongan City such as dance and batik. Volunteers also did not
forget to enter some vocab about movement in English when they
were practicing dancing, such as turn around, jump, and ect.
The activities of painting were an activity done to stimulate the
creativity of children in Bugisan. The volunteers prepared the canvas
and paint colors that wouls be used children as media. The volunteers
also used various forms of which was taken from the fruit of the
passion fruit for example for producing pictures of the stars. The
volunteers also made this activity as a learning media about color in
English so the children in Bugisan were easier to understand because
