Ellyzabeth Yasirotul Hidayati, S.Ag as Headmaster of SMP Plus Al Munawarah, who authorized the researcher to conduct the study. Such as the English teacher of SMP Plus Al Munawarah who gave the researcher permission and support in conducting this research.
INTRODUCTION
- Research Background
- Research Focuses
- Research Objectives
- Scope of the Research
- Research Significant
- Definition of Key Term
Demotivating factors in the learning of English in the first grade students of SMK Negeri 2 Kandangan Academic Year 2016/2017”. This study describes the phenomenon that happened at SMP Plus Al Munawaroh Jember as the field study on demotivation in learning English language.
REVIEW OF LITERATURED
Previous Research
The teacher's personal relationship with the students, including a lack of caring, general belligerence, hypercriticism and patronizing/. The teacher's attitude towards the course or the material, including lack of enthusiasm, sloppy management and thoroughness. The researchers met with the teacher and one of the students to conduct interviews, documentation and observations. Then the researcher also collected the data about how the students overcome the demotivation to learn English.
86 parupalli srinivas rao, “The importance of speaking skills in english classrooms”, alford council of international journal of english and literature (acielj), 2019.
Theoretical Framework
RESEARCH METHODOLOGY
Research Design
This approach was chosen because the researcher explained the content of this research in the form of words, thus as a research procedure that produces descriptive data in the form of written or spoken words of people and observable behavior.45. The purpose of qualitative descriptive studies is a comprehensive summary, in colloquial language, of specific events experienced by individuals or groups of individuals.46 The researcher chose descriptive qualitative because she wanted to describe in detail how the situation and the experience of students who got have demotivation to learn English.
Research Location
It turns out that there are still many students who have a fairly high level of demotivation among students towards English subjects, such as lack of interest among students, lack of confidence, interaction between teachers and many others.
Participants
One of the considerations in choosing an English teacher is that the English teacher knew in detail how the students' daily life inside the class when learning English; therefore English teacher was the right source of data collection at SMP Plus Al Munawaroh.
Data Collection Technique
The targets of the semi-structured interview were an English teacher and a second grade student of SMP Plus AL Munawaroh Jember. The informants in this study were English teachers and students of SMP Plus Al Munawaroh. The choice of this informant was because the question asked about the issue of the cause of demotivation and how to overcome demotivational factors.
This interview used probing questions to answer the questions in the problem that was formulated. The formulated questions were not fully structured, with the aim that it is easy for researchers to dig up data and get the answers they want from informants. The demotivating factors to study English among the second grade students of SMP Plus Al Munawarah.
Observational data collection techniques can be interpreted as systematic observation and recording of the elements occurring in an object of study. These visible elements are called data or information that must be observed and recorded correctly and completely.52 The observation that has been made is participant observation, the researcher has made this decision because the goal is a close and intimate acquaintance with a person. The object of observation was only the students of the second grade of SMP Plus Al Munawaroh, because the researcher focused on obtaining data through observation of students who became demotivated.
Data Analysis
In the early stages, the researcher met with the principal to seek information about the class schedule, school profiles, teaching tools and student numbers. Then the researcher wrote down the words of the sources, while observing the process according to the research focus in accordance with the research directions and collecting some documentation according to the research focus. Miles & Huberman's book states: "Data condensing refers to the process of selecting, focusing, simplifying, abstracting, and/or transforming data that occurs throughout a corpus (body) of written field notes, interviews, transcripts, documents, and other empirical material .
Reduction tends to sort and then select, while condensation adjusts all the data collected without having to sort (reduce) the data. The data condensation at this stage was that the researcher wrote a summary of what was obtained from collecting data on the demotivating factors to study English among the second degree students of SMP Plus Al Munawarah and how the students overcome demotivational in learning English at SMP Plus Al Munawarah, then the researcher simplifies the results of the summary to use the data presentation. Data analysis in this phase was done by organizing the obtained data in the form of a description.
The next stage, the researcher understood the content of the data collected related to The demotivating factors, How do the students overcome demotivation in learning English at SMP Plus Al Munawarah to analyze whether the data obtained in agreement is with what the researcher wants or the researcher should take action to return the results of the data presented. At this stage, the researcher concluded the data obtained during the research. The conclusion reached at this point was that after presenting the collected data and performing an in-depth understanding of the data, the researchers verified the data by relating the data to what data was presented with new data to check. be used as conclusions regarding the objectives dealing The demotivating factors, How did the students overcome demotivation in learning English at SMP Plus Al Munawarah.
Trustworthy
Research findings presented and discussed to answer the research questions that were about demotivating factors for English language learning and how students overcome the demotivating in learning English at SMP plus Al Munawarah Tempurejo Jember. From the interview made by the researcher that the students had not been interested in learning English, it was corrected by the students'. Based on the above statements, it was clear that the students say that English is difficult for them.
From all the above statements, it can be known that the strategy used by the students to overcome the demotivating factor was browsing the material on the Internet. The teacher realized that the students did not understand the material and browsed the Internet for the answers to the assignments. Another strategy used by students to overcome the demotivating factor in learning English is to find an environment that enthuses and supports them to learn English.
The researcher found that there are two important things to discuss in this topic, they are; the demotivating factor and how students overcome the demotivating factor in learning English in SMP plus Al Munawarah jember. The lack of self-confidence that happened to the students at SMP Plus Al Munawarah was also related to what Dornnei said, he. The researcher found some strategies used by the students and explained by the teacher.
A positive atmosphere towards English is the last strategy adopted by the students to overcome the demotivating factor they experienced. So that all demotivating factors in the students' English skills are known, the strategies can then be explored by the further researcher.
RESEARCH FINDINGS AND DISCUSSIONS
Findings
Discussion
S1 : Iya kak, Bahasa Inggris memang sulit dipelajari R : Apa kendalanya saat belajar Bahasa Inggris? S4 : Iya kak, iya soalnya aku gak bisa bahasa inggris R : Kok bisa bikin adik-adik depresi. R: Jadi pelajaran bahasa inggris itu susah dipelajari, apa yang membuat adik-adik malas belajar bahasa inggris?
S4 : Media ajar sangat jarang digunakan di kelas bahasa inggris mbak, biasanya guru hanya menggunakan buku LKS. R: Kalau kamu juga sedang belajar bahasa Arab, kenapa tidak fokus belajar bahasa Inggris saja? R: Maaf mengganggu, tapi saya ingin menanyakan beberapa hal terkait proses pembelajaran bahasa Inggris di kelas 8, Pak.
R: Menurut kamu, materi apa yang sulit dipelajari siswa pada mata pelajaran bahasa Inggris sehingga membuat siswa malas belajar bahasa Inggris? R: Apakah struktur bahasa Inggris yang berbeda dengan bahasa yang digunakan siswa membuat siswa kesulitan dalam memahami bahasa Inggris? R: Bagaimana suasana kelas saat kamu belajar bahasa Inggris? teman dll.) Apakah mereka membantu atau tidak.
CONCLUSION AND SUGGESTION
Conclusion
There were two demotivating factors in students learning English at SMP Plus Al Amunawarah, they were internal and external factors. The internal factors were that students did not understand the importance of English, the students were not interested in studying English and the students were not confident in performing English. The strategy implemented by the students to overcome demotivating factors at SMP Plus Al Amunawarah was students were able to understand English outside the classroom, students tried to find materials on the Internet, students' environmental desire enthusiastic and support and students' positive atmosphere towards English.
Suggestion
R: Struktur kalimat bahasa Indonesia dan bahasa Inggris berbeda, apa pendapatmu tentang perbedaan struktur kalimat? S1: Tidak apa-apa kak, kelasnya beda-beda, gurunya pun beda-beda. R: Guru menggunakan bahasa Indonesia atau bahasa Inggris untuk mengajar. S2: Sebenarnya saya ingin tahu bahasa Inggris, Kak. Hanya les bahasa Inggris yang membosankan, jadi saya mengikuti les privat bahasa Inggris.
Pertanyaan: Kesulitan yang sering dialami siswa ketika belajar bahasa Inggris adalah ketika saya meminta mereka untuk berlatih berbicara bahasa Inggris singkat, banyak dari mereka bahkan tidak mau berlatih ketika saya menyuruhnya. Pertanyaan: Seperti yang saya katakan tadi, siswa kesulitan menerjemahkan bahasa Indonesia ke bahasa Inggris karena struktur kalimat bahasa Indonesia dan bahasa Inggris sangat berbeda. Pertanyaan: Ketika saya masuk kelas untuk mengajar bahasa Inggris dan menyapa siswa menggunakan bahasa Inggris, mereka sepertinya mengejek saya karena saya menyapa mereka dalam bahasa Inggris dan mereka tidak mengerti maksud dari apa yang saya katakan.
Ketika mereka mengetahui temannya mengalami masalah seperti lupa membawa buku LKS Bahasa Inggris, siswa yang lain tidak segan-segan membagikan buku tersebut kepada temannya. Selama pembelajaran bahasa Inggris, siswa terlihat cukup stres mengikuti pembelajaran, apalagi ketika guru memberikan tugas yang banyak, hal ini juga membuat siswa kurang antusias dalam belajar bahasa Inggris.
