This Thesis has been reviewed and approved in Partial Completion of the Application for the Degree of Sarjana Pendidikan (S.Pd). I as the Dean of the Faculty of Tarbiyah and Teacher Training of the State Islamic University of KH.
Biography
Research Focus
What are the teachers' roles in activating students' motivation in learning English in the post covid-19 pandemic at MTsn Gresik.
Research Objective
Research Significances
- Theoretical significance
- Practical significance
Definition Of Key Term
- Role of Teacher in Learning English
- Students’ Motivation
- Teacher as controller
- Teacher as motivator
- Teacher as evaluator
- Teacher as resource
- Teacher as tutor
- Teacher as advisor
- Persevere with tasks
- Resilient in the face of adversity
- Show interest in dealing with problems
- Get bored quickly with routine tasks
- Can defend their opinions
- Does not easily let go of things that are believed
- Enjoy finding and solving problems
- English Learning
Den første "The Role of Teachers' Motivation in Learning English in Classroom" udført af Rahmat Ullah, Dr. 11 Hendra, "The Role Of Teachers in Increasing Student Motivation In Class XI Sociology Subjects in Malang Laboratory High School" (Malang: Maulana Malik Ibrahim State Islamic University Malang, 2017).
Research Location
Qualitative research was research that aims to understand phenomena about what experience was through the use of a research approach.38. The purpose of this descriptive study was to describe, explain, or present the relationships among the facts, characteristics, and phenomena under investigation in a systematic, factual, and accurate manner.39. This study used a descriptive qualitative method. This study uses a descriptive qualitative research method and will attempt to describe the teachers.
The basis for determining the location is that this school is one of the favorite public schools in Gresik, there are many interested and enthusiastic students at this school, and they have a high motivation to learn English face to face than other students.
Research Participant
Data collection technique
The teacher allows the students to ask questions about the material they did not understand. The teacher gives recognition and praise in the form of "good job, good luck, etc." so that the students are excited. The teacher motivates the students by bringing interesting media such as pictures, real media, etc.
The teacher asked the students questions about the English material as a form of assessment of the students' activities. Students who defend their opinions and were not influenced were noticed during group discussions / when answering the teacher's questions. The researcher interviewed the teacher in the teacher's room, not during class, and recorded the interview.
What do you do when the students did not listen or were busy while the teacher was explaining. The students try to answer the questions in the English textbook/module/LKS, even though the teacher did not tell me to do so. Students try to answer the teacher's questions/problems, even though the teacher has not been named.
Data analysis
Presentation of data to further improve understanding of the case and as a reference for taking action based on the understanding and analysis of the data presentation.47. In this step, the researcher analyzed teachers' role in activating students' motivation in online English learning in post covid 19. The researcher displayed the data in tabular form in finding out teacher's role in activating students' motivation in online English learning in post covid 19.
In this part Researcher made conclusion based on data processed by data reduction and display. In this activity, the researcher concluded and verified the data by concluding the role of the teacher in activating students' motivation in online English learning in post covid 19.
Data validity
Source triangulation is to test the reliability of the data by checking the data that was obtained through several sources. This source triangle was used by the researcher to check the data obtained from the 8th grade students of MTsn Gresik, and the English teacher. The technique of triangulation, namely to test the reliability of the data carried out by checking the data in the same source with different techniques.
This triangulation technique was used by researcher who compared the result of three data collection methods namely interview, observation and document.
Research Procedure
- Pre field research stage
- Field research stage
- Data analysis stage
- Reporting stage
The second procedure after obtaining a research license was for the researcher to go into the informants of the research object to collect data by observation and interview to get information about how the student's worksheet was used in speaking skills. In this research, the researcher selected participants according to observation results of the active learners and passive learners in the learning process. Meanwhile, for the interview process, the researcher asked teachers and students about the role of teachers in learning English.
In the data compaction process, the researcher condenses the data obtained from observations and interviews, the assessment process by selecting data on the role of teachers in activating students' motivation in learning English in the post-covid-19 pandemic era. The researcher then removed data that was not consistent with the research question. Furthermore, while presenting the data, the researcher analyzed and collected the data to make it relevant, and then the data was concluded to answer research questions. In this section, the researcher has described the data in narrative form so that it can be meaningful.
In this stage the researcher drew conclusions about the data that the researcher obtains in relation to the research questions. The researcher has continuously analyzed and verified the validity of the data by triangulation of observations and interviews. At this stage the researcher made a written report using the data obtained from the observation and interview that had been previously analyzed by the researcher.
Description of Research Object 1. The profile of MTsN Gresik
- Duty and Function of MTs Negeri Gresik a. Duty
- Identity of MTs Negeri Gresik
The third part was devoted to the discussion on Activating students' motivation in learning English in the post-Covid-19 pandemic period in the eighth grade of MTs Negeri Gresik.
Research Findings
- Teachers’ Role
- Students’ Motivation in Learning English
Based on the results of the interview, the teacher performs her role as controller, as the result of the interview followed, she explained to the interview with the 8A English teacher that. This was also in line with the results of the researcher's observation when the classroom teacher created an interactive classroom using interesting games/strategies. The teacher performs his role as an evaluator, as the results of the interview with the English teacher, she said yes.
This was also consistent with the results of observations made by researchers when the teacher was performing his role in the classroom. The teacher played his role as a tutor because the results of the interviews with the English teacher he revealed. The teacher taught in the classroom in accordance with the SK, KD and existing indicators.
The teacher also explained in a loud voice that could be heard by the students even though they were. The teacher performed his role as a counselor because the results of the interview with the English teacher revealed it. But the teacher gave instructions that made the task easier, the teacher was also more active during offline learning."
This is due to the influence of the teacher as a counselor, which is to provide understanding to students who make the rest confident in their answers. Showing interest in solving problems: students are able to understand the material explained by the teacher and willing to listen when the teacher explains.
Resesarch Discussion
- Teachers’ Roles in Learning English
The teacher as motivator was also a teacher who provides quotes via smart TV before learning starts so that students are motivated. It can be concluded that the teacher has fulfilled his role as a motivator well, which is also a factor in the success of a lesson. This is in accordance with the arif theory which states that teachers take on this role to assess students' performance and grades.84 From the above explanation, it can be concluded that the teacher as a controller is one of the roles of the teacher that affects student performance. motivation of learning.
Based on finding the teacher's role as an advisor to motivate students, researchers can based on the results of interviews with teachers. From the discussion above, it can be concluded that the teacher always tries to interact with the students in any way so that the students were excited to learn and felt good when they were in their classroom. Based on finding students' motivation as learners from the results of resilience in the face of adversity, the researcher saw that when the students worked the tasks given by the teacher and if they had difficulty working, the students sometimes opened notes or asked the teacher , whether they felt they were unable to answer.
This is in line with Maslow's theory, which states that students can respond to different learning difficulties and understand how they try to overcome them.89 This can be attributed to the role of the teacher as an evaluator, because the way in which teachers evaluate their students, among whom, using the quiz application, you can impress the students more and they will not quickly give up on difficult questions from the teacher. This is related to the teacher's role as a consultant, namely to guide and give instructions, so that students are confident and trust the teacher's answers more when working on tasks than asking their friends. We can conclude that the influence and role of the teacher was necessary for the students, the students trust their teachers as mentors.
Suggestions
- Teacher as evaluator
- Teacher as advisor
- Persevere with tasks
- Resilient in the face of adversity
- Happy to work independently
- Can defend his/her opinion
- It's not easy to let go of what you believe in Siswa mengerjakan tugas yang diberikan guru
- Enjoys finding and solving problems
- Teacher as motivator
- Teacher as resource
- Teacher as tutor
- Showing interest in dealing with problems
Siswa tidak menyalin jawaban temannya, karena percaya pada jawaban dirinya sendiri ketika mengerjakan tugas bahasa Inggris. S2 : iya bu, saya selalu mengerjakan tugas tepat waktu, walaupun terkadang agak terlambat menyerahkannya S3: iya mbak, saya lebih suka pembelajaran tatap muka karena lebih menyenangkan dan tidak bosan. Kalau saya mendapat tugas, saya langsung mengerjakannya karena saya punya dia juga menyukai pelajaran bahasa Inggris dan saya tahu cara mengerjakannya dengan benar. S2: Kalau aku tidak datang, aku kadang malu bertanya pada temanku. Biasanya saya bertanya langsung tanpa melihat catatannya. S3 : Iya mbak, saya pinjam dari teman dekat saya.
S1: iya mbak, tapi saya sering tanya langsung ke gurunya S2: iya mbak, soalnya kalau bahasa inggrisnya gak ngerti takut ketinggalan materinya. S1 : iya mbak, aku lebih bangga dengan prestasi dan nilaiku sendiri S2 : pasti iya mbak, walaupun kadang aku bertanya pada teman kalau aku tidak bisa. S1 : kalau kamu merasa bisa sendiri, kamu tidak akan menyontek S2 : iya mbak, kamu lebih yakin dengan jawabanmu sendiri.
S2: Ya, tapi kadang-kadang saya tidak bisa mempertahankan pendapat saya sendiri karena saya tidak yakin dengan jawaban saya sendiri. S3 : iya kakak, aku bisa mempertahankan pendapatku sendiri dan tidak mudah terpengaruh oleh teman atau guru S4 : iya kakak, aku yakin dengan pendapatku. S2 : iya kakak, karena guru juga membimbingku dan memberi nasehat S3 : iya kakak, aku lebih puas dan percaya diri karena aku juga yakin dengan kemampuanku.
S3 : Iya sobat, kadang karena pertanyaan yang diajukan guru melalui aplikasi Quiziz di smart TV jadi asyik. S4 : Iya kakak, saya melakukannya sebelum guru masuk kelas, kadang saya juga mengejanya sambil belajar bahasa Inggris di rumah.
BIOGRAPHY