PELAMBIK IN ACADEMIC YEAR 2021/2022
By
Name : Dian Nirmala Sari
ENGLISH LANGUAGE EDUCATION PROGRAM FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF MATARAM MATARAM
2021
ACADEMIC YEAR 2021/2022 Thesis of Sarjana
Presented as Partial Requirements at Mataram State Islamic University for The Attainment of The Sarjana Degree in Study Program of
English Language Education
By
Dian Nirmala Sari NIM 160107101
ENGLISH LANGUAGE EDUCATION PROGRAM FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF MATARAM MATARAM
2021
MOTTO
ري عف لال ا لذ ي ن ا م ن و ا مكنم و ال ذ ي ن وا ت و ا ال ع لم رد ج ت
“Allah will exalt in degree those of you who believe, and those who have been granted knowledge”. (QS. Al-
Mujadilah [58]:11)1
1 QS. Al-Mujadilah [58]:11. Al-Qur’an Perkata Idonesia-Inggris, (Jakarta: Kalam Media Ilmu, 2014), p.540
DEDICATION
“I dedicate this thesis for myself, my teachers and lecturers, my parents especially my mom, families and all my friends, especially my clever and inspiring classmates C2ED who always support me for the completion of this thesis that I cannot mention one by one”
By:
Dian Nirmala Sari NIM: 160107101
ABSTRACT
Students’ interest is an essential tool in learning English. Students’ interest could give a positive energy for student direct to learning activities. Thus, the objective of learning activities can be achieved. Students’ interest is also an important factor which affects students’ achievement and learning environment in teaching and learning English as a foreign language. This research conducted at MTs Miftahul Ma’arif Pelambik. This research aimed to find out the level of students’ interest in learning English. The subject of this research was the seven grade students of MTs Miftahul Ma’arif Pelambik which the population was 60 students. The design of this research was qualitative descriptive with survey approach. The data of this research were collected by using questionnaires and interview. The questionnaire consisted of 15 questions related to students’ interest in learning English. The result showed that students had positive response in learning English. The rest of the items were perceived positively where most of students chose strongly agree and agree as their responses to the questions. It meant that the Students interest in learning English. Therefore, in this era learning English is one of the important things to learn.
Keywords : Students’ Interest, Learning English, Level of Interest
By:
Dian Nirmala Sari NIM: 160107101
ABSTRAK
Minat siswa adalah alat penting dalam belajar bahasa Inggris. Minat siswa dapat memberikan energi positif bagi siswa langsung ke kegiatan belajar. Dengan demikian, tujuan kegiatan belajar dapat dicapai. Minat siswa juga merupakan faktor penting yang mempengaruhi prestasi dan lingkungan belajar siswa dalam mengajar dan belajar bahasa Inggris sebagai bahasa asing. Penelitian ini dilakukan di MTs Miftahul Ma'arif Pelambik.
Penelitian ini bertujuan untuk mengetahui tingkat minat siswa dalam belajar bahasa Inggris.
Subjek penelitian ini adalah tujuh siswa kelas MTs Miftahul Ma'arif Pelambik yang populasinya 60 siswa. Desain penelitian ini bersifat deskriptif kualitatif dengan pendekatan survei. Data penelitian ini dikumpulkan dengan menggunakan kuesioner dan wawancara.
Kuesioner terdiri dari 15 pertanyaan yang berkaitan dengan minat siswa dalam belajar bahasa Inggris. Hasilnya menunjukkan bahwa siswa memiliki respon positif dalam belajar bahasa Inggris. Sisa item dirasakan positif di mana sebagian besar siswa memilih sangat setuju dan setuju sebagai tanggapan mereka terhadap pertanyaan. Ini berarti bahwa siswa tertarik untuk belajar bahasa Inggris. Oleh karena itu, di era ini belajar bahasa Inggris adalah salah satu hal penting untuk dipelajari.
Keywords : Students’ Interest, Learning English, Level of Interest
INTRODUCTION
A. Background of Research
English is an international language that is most used in the world.
Approximately, there are 380 million people speak English as an International language which proves that English is globally used now. Besides, English is also used by more than 1 billion people as their second language to communicate with other second language users2. Crystal stated that the number of people in the world who communicate in English with international speakers is strongly increase compare to other language speakers3. One of the best ways to mastering English is to learn it at a young age, some people suppose that the earlier a person starts to learn new things, the easier it is for them will master it, the same as learning English. The result when the children learn earlier, they may have more advantages to improve their abilities in English4.
English plays an important role as a global language, for instance in the educational field, many projects which aim to improve a better concept of education such as student exchanges, researches, seminars, workshops, etc.
2Devy Angga Gunantar, “The Impact of English as an International Language on English Language Teaching in Indonesia”, Journal of Language and Literature, Vol. 10, No. 1, April 2016, pp.
141
3Ibid.
4 Ria Puji Lestari, at. All,” The English Teaching Strategies For Young Learners in An International Primary School in Surakarta”, Thesis, Universitas Sebelas Maret, pp.151
have been using English as their medium of communication5. Moreover, many students feel worried to learn English. It can be seen from their English scores. As the result, some of them get low scores in this subject.
Nowadays, learning English is very important. English becomes an essential role in this fast-paced life. There are many reasons why learning English becomes an important one. As a student, English language skills are very helpful for them in terms of communicating to communicate with others in several ways. Moreover, it can be a strong asset which will help students to take the advantages of future opportunities. Thus, the more skilled students in the English language, the greater the achievement of which will they achieve.
In the English language learning, the most important thing that the students need to have is an interest. According to Lai, interest in learning as personal preferences with respect to learning, which sometimes means what an individual chooses one thing rather than other things and sometimes a positive psychological state occurs during his/her interaction with the circumstances that engenders further learning motives. On the other hand, interests have an important role in learning. If the subject does not match the student’s interest, students will not learn English subject with enthusiasm. Thus, interest may be a cause of activities and as an effort of participating in some activities.
Actually, students’ interest in learning English varies depending on their
5 Nana Nurnajah, ”The Relationship Between Students’ Interest in Speaking and Their Speaking Score”, Thesis, UIN Syarif Hidayatullah Jakarta, Jakarta, 2011, pp. 1
background. High-interest students have a tendency to be more confident and have a strong motivated in learning process. Students with an interest which is higher begin more active in teaching learning. They have a great effort to catch every chance during the teaching learning process. Also, they love to spend all of their time to learn subject they interested in. In contrast, low- interest student performance in class showed that they learned passively.6
Teaching English has developed in Indonesia along with the needs of the community and the importance of language skills in the era of globalization. English becomes a compulsory lesson which should be learned by the students. Based on curriculum 2013, four skills must be learned by the students those are speaking, listening, reading, and writing skills.7
Teaching English as a foreign language in Indonesia is an obligatory duty for the English teacher. Language learning must be more fun and enjoyable for students to learn. Teachers need to have an effective teaching style to make the students understand the materials better in the learning process. A teacher should be facilitated students’ interest in learning English.
For some young learners, learning English is one of the most difficult lessons they have to learn. Due to the difficulties in learning English, it can
6 Lee, Yu-Je, Chia-Hui Chao & Ching-Yaw Chen. “The influences of interest in learning and learning hours on learning outcomes of vocational college studentsin Taiwan: using a teacher’s instructional attitude as the moderator. Taiwan: Global Journal of Engineering Education”, September 011, pp. 43
7 Devy Angga Gunantar, “The Impact..., pp. 141.
make students lose their interest easily8. The teacher should be changed their mindset so that they consider learning English is fun. In the Indonesian context, English is learned as a foreign language in which there is a limited chance for the students to use the language actively with their domain. This subject is only learned in the academic area including schools and courses.
Students tend to learn English through a textbook and the learning process only focuses on grammar and the structure of a sentence. Besides, students
seldom use the language outside the school. While the key to be mastering English is not only learning passively but also habituating apply the language as often as possible in the real life.
The competence of students should be opportune to prepare them to learn English at a higher level. Teaching English to children are intended to increase the language skills used to accompany the activities in their life. The policy of Departemen Pendidikan Nasional, No.0487/14/1992, Chapter VIII and Undang-undang Sistem Pendidikan Nasional, No.060/U/1993 states that learning English can be incorporated into the curriculum of local content at elementary schools.
Interest is one of the important things for learning English, and motivation has been identified as one of the main factors affecting English language learning. Learning and motivation have the same importance to
8 Sri Endang Kusmaryati & Indiyah Prana Amertaningrum,”Exploring Students Interests In Learning English A Descriptive Study in Elementary Schools in Kudus”, Journal of English Education Department, 2017,pp.184
realize something that they do. While learning makes us acquire new knowledge and skills then motivation pushes us to go through the learning process9.
Based on my early observation, the researcher found some students interest in English material that teach in the class but some students are uninterested in English material. Some factors that make the students’ interest in English material because they do like English lessons and they want to speak English while the students that uninterested in English material because they do not like English lessons, difficult to understand and read English material, do not like the teacher method when teaching English.10
Based on those reasons, the researcher takes the title of this study
“Survey of Students’ Interest in English Used at the Seven Grade of MTs Miftahul Ma’arif in Academic Year 2019/2020”
B. The Statement of Problem
The formulated problem for this research is: How is the level of students’ interest in learning English at seven grade of MTs Miftahul Ma’arif Pelambik in Academic Year 2021/2022?
C. Objective and Significance of Research 1. Objective of Research
9 Sri Endang Kusmaryati & Indiyah Prana Amertaningrum, ”Exploring Students..., pp.185
10 Dian Nirmala Sari, Observation, Senin, 28 September 2020
This research aims to find out the level of students’ interest in learning English at seven grade of MTs Miftahul Ma’arif Pelambik in academic year 2019/2020.
2. Significance of Research
This research has two significances that are very important those are theoretical and practical significance. Theoretically, this study can support recent research about a survey of students’ interest in learning English.
Practically, there are three significance of research for instance the English teacher, the researcher, and another researcher. First for English teachers, will be a reference to change teaching methods to be more interesting for students to read and motivate students to be interested in learning English. For the researcher, she will get a new experience about how to conduct the research and last for other researchers. It inspires them to conduct research related to the problem to know how many students in other schools are interested and uninterested in learning English.
D. Scope and Setting of Research 1. Scope of Research
This research focuses on exploring the students’ interest in learning English at seven grade students of MTs Miftahul Ma’arif Pelambik. The researcher was described the level of students’ interest in learning English.
2. Setting of Research
This research was conducted at seven grade students of MTs Miftahul Ma’arif Pelambik in academic year 2021/2022.
E. Review of Previous Research
In this part, the researcher used the previous research as a literature review. It is also used as a reference.
The first research was conducted by Indiyah Prana Amertaningrum, about
“Exploring Students Interests in Learning English”. This paper describes the students’ interest in learning English, their response to learning English, and their activities in improving English achievements. This research was qualitative. The data were collected by using the questionnaire in 28 elementary schools. Five students were chosen to fill the questionnaire purposefully. There are three kinds of data collected in the research, namely:
the students’ interest in learning English, their perceptions of learning English, and also their activities to improve their English skills. In this study, the researcher was analyzed and presented the data in the form of tables. The finding of this research shows that most of the students in elementary schools in Kudus tend to have a high interest in learning English. The students of elementary schools in Kudus disposed to have a high interest in learning English. 83 students are interested in learning English, 55 students are interested in English, while 4 students are not interested in learning English.11
11 Sri Endang Kusmaryati & Indiyah Prana Amertaningrum ,”Exploring Students..., pp.190
The second previous research, Atia Rahmah who studied “factors influencing students’ interest in Learning English at the first-year Students of SMUN 3 Rumbai. The objective of this study was to find out the factors that influence students’ interest in learning English. The study used qualitative research with a given questionnaire test in the learning process to collect the data. Furthermore, all data were analyzed to know the alternative percentage of qualitative is made systematically with formula as follows: P = F/N X 100%
Notation:
P = the Percentage F = the Frequently
N = Number of Respondents
Then, to measure the factors influencing students’ interest in learning English the researcher gives criteria as 80% - 100% is high, 50% - 79% is Middle, 0% - 49% is Low. The finding of the study showed factors that influence students’ interest in learning English at the first year of SMU N 3 Rumbai is the factor of school, it gets 70,60%.12
The third research was conducted by Arinas Sabila, about “Students’
Interest in Speaking English in the English Day Program in English Language
12 Atia Rahmah, “Factors Influencing Students’ Interest in Learning English at The First Year Students of SMUN 3 Rumbai”, Thesis, UIN Sultan Syarif Kasin Riau Pekan Baru, Pekan Baru, 2011, pp. 55
Education Department”. This research was qualitative research was conducted in English Language Education Department. The instruments were an online questionnaire, interview, and journal. The result of the online questionnaire showed that 88 students filled the questionnaire and the researcher took 40 students to be interviewed which is some of them was students association.
The finding showed that students’ interest in speaking on English Day Program can be described in the terms of their feeling such as feel enjoy, feel comfortable, and feel freedom to speak English.13
With the several studies above, there are some appeals and similarities with this research. In the first research, the data was collected from 28 elementary schools, while this research to collect the data from students of junior high school. The similarities both of those research used descriptive study and the data were collected by using a questionnaire, and the data were analyzed and explained in forms of tables. On other hand, the research only focused on finding out the students’ interest in learning English.
The difference between the second previous research and this research is the subject and informant in the research where the previous research chose the first-year students of SMUN as the participant while this research choose the students from junior high school. Then the population of previous research
13 Arinas Sabila, “Students’ Interest in Speaking English on the English Day Program in English Language Education Department”, Thesis, State Islamic University of Sunan Ampel, Surabaya, 2019, pp. 55
is 275 students in eight classes, but the researcher takes only 20% from each class, it means only 56 students to sample the research while this research only has 20 students. In other words, the focusing of the previous research is the factor influencing students’ interest in English, while this research only focuses on students’ interest in English. The similarities both of the research is used qualitative research.
The last previous research with this research, the difference between both of them is the objective and used different instrument to collect the data which the previous research used an online questionnaire, interview, and journal to collect the data while this research only used interview and questionnaire. The similarities between those researches are used a qualitative study.
F. Theoretical Bases
This section discusses theories related to this research. The discussions are divided into two main topics those are interest and Learning English.
a. Interest
1). Definition of Interest
Many people understand the true meaning of the term “interest‟ defined by scientists in various definitions.
According to Hilgard quoted by Slameto, interest is an inclination to pay attention and enjoy some activities or content. This definition explains that interest is shown by paying attention and enjoyment in any activity. So, by having interest allowed people to get attention in the learning process fully. It
means that when a person is interested in something they will pay more attention. On the other hand, in the teaching-learning process, a teacher needs to pay attention to students’ interests and need, because both of them caused attention.14
Lester D. Crow and Alice Crow state that interest is motivating energy that propels an individual by participation in one activity rather than another. It indicates that interest provides a strong motivation to study.15 Meanwhile, Mangal said that interest is the central force that drives the whole machinery of the teaching-learning process. It means, by having interest students will be focused and understand the material given by the teacher. On the other hand, interest is the cause of activity and the result of participation in the activity.16
With the definition above, it can be summarized that interest is something that is shown by the students to participate and learn well in the activity. It means that, if the teachers want to succeed in doing teaching and learning process, they should give the stimulus to the students to their interest in following the teaching and learning process.
2). Component of Interest
Interest can be divided into two parts17:
14 Slameto, Belajar dan Faktor-Faktor yang Mempengaruhinya, Jakarta: Rineka Cipta, 2003
15 Crow, Lester D, Alice Crow, Educational Psychology, revised edition,( New York:
American Book Company, 1958),pp.15
16 Mangal, S K. 2007. Essentials Of Educational Phsychology. New Delhi: Prentice Hall.
17 Atia Rahmah, Factors influence…, pp.9
a). Expressed interest: someone can express their interest through some words. For instance, “I like learning English very much” etc.
b). Manifested interest: someone can manifest their interest through several activities. For instance, if students interest in learning English, they do exercise with the teacher, is active in learning English and they will buy English books or other things like articles and newspapers related to English.
3). Types of Interest
According to Alderman in Khasanah, there are two types of interest those are:18
a). Personal interest is when the students are interested in a specific topic which is based on a high level of knowledge such as sports, music, dance, computers, etc.
b). Situational interest is the interest based on the situation and condition inside the classroom. Situational interest can be improved by using interesting text, media, presentation, and so on.
4). Importance of Interest
Interest can be said important role in a people’s life and have a good impact on the person's behavior and attitude. Throughout the childhood years, interest can attach a strong motivation to learn. Those who are
18 Khozain Khasanah, “The Correlation between Students’..., pp.16
interested in an activity, whether it is play or work will put forth more effort to learn than the students who are less interested or bored if learning experiences are to tap student full resources. The time when the students are ready to study because they are interested in what learning will bring them in personal advantages and satisfaction. Interest adds enjoyment to any activity the individual engages in if children are interested in an activity the experience will be more enjoyable to them than if they are bored.19
The teachers strongly agreed that it was important to develop students’
interest in their learning. They mentioned that students seemed to have learned quite well if they were able to show interest in their learning. And also stated that interest can motivate and stimulate the students’ desire to learn English and seek more knowledge. English teachers provided an English corner which also consisted of a reading corner for students to read and do English language activities. Audio-visual equipment and printed materials were provided at the English corner and were used widely in the class to arouse students’ interest in English. And it was very important to set up a conducive and fun learning environment so that students would be able to learn English in a comfortable and secure environment. Students learn to use the language in a non-threatening and fun environment. Moreover, students will feel uncomfortable and insecure which will further induce a
19 Atia Rahmah, Factors influence…, pp.9
“psychological barrier” to communication and learning. If that happens,
students are not able to learn the English material effectively.20 5). Factors That Influence Interest
Interest will have appeared if several factors influence it. Interest divided into two-part, internal and external factors.21
a). Internal Factors
Internal factors come from the students themselves. It plays an important role in success in learning.
(1). Health Factors
This factor means the condition of student figures and their sense. The conditions of physical like the students’ healthy give much influence to the students in the learning process. Because, if the students get the problems in their health like sick or they are not able to see, hear, they will be lazy to study. However, the students should have physically fit and they should have the high energy to focus when learning process.
As Elizabeth b. Hurlock in Rahmah states that Good health can propel the dominance of the pleasant emotion, while poor health can push the
20 DK Yusimah Pg Hj Amjah, “A Study of Teachers’ Strategies So Develop Students’ Interest Towards Learning English As A Second Language”, Journal of Procedia, 2013,pp.191
21 Atia Rahmah, Factors influence…, pp.9
dominance of unpleasant emotion. In addition, emotional health students can express their feelings and has some measure of control over their reaction.22
(2). Psychological Factors
Some factors in psychology influence students’ interest in learning English, including attention and intelligence.
(a). Attention
Attention plays an important role in the learning process and important factor that influences the learning process. Attention is an act on the state of attending especially through applying the mind to an object of the sense of an idea. On the other hand, attention is an action or process of focusing on one or more information when the learning process. The role of attention in learning is creating an environment in which students can clearly understand a lesson or concept, and teachers are active in making sure the students are processing that information. Attention is part of focus, concentration, a component of intelligence. In other words, the purpose of attention in the learning process is attention plays an important role to make the students understand easily about a concept and to keep their student's minds to keep processing. Attention also plays an important role in the way we pay attention to certain things and selecting from those possibilities what we will
22 Atia Rahmah, Factors Influencing…, pp.11
process. Moreover, to making the student interest in the learning process the teacher should make the students can stay on task and pay attention. Making the lesson is clear, attractive, and making the students angered and critically think about the lesson itself. In addition, the students do not pay attention towards how to learn, skill or experience, they cannot learn easily but if the students pay attention the result can be good.23
(b). Intelligence
Intelligence is the ability to learn or understand or to deal with new or trying situation. In other words, intelligence here means that students ability to receive the lesson in teaching and learning process.24
Intelligence involves extensive capabilities, not only on the ability to understand, solve the problem, but including the ability to manage their behavior and ability to learn from his/her experience. Because of the high and low intelligence that determines the success of their students have to achieve the learning achievement.
b). External factors
External factors are caused by outside factors. It also can be included as environmental factors.
23 ibid
24 Merriam Webster’s, “Collegiate Dictionary (Tenth Edition)”, United State of America, 1993, pp. 10
(1). Family Factors
Everyone knows that family is the first and also the most important factor that students can get knowledge. Family is the first place and is special for the students in putting down their education. The student's interest in learning can be influenced by the family environment. According to Slameto the family factors consist of the way parents educate their children will affect the way children study and thinking, the relationship between parent and children, the blaze of the home, and the family’s socioeconomic status. Moreover, a parent is the first place for children to ask their need to buy they are facilitated in learning. In addition, if the parent gives the children a good stimulus or more support in learning English, the students will have an interest in learning English.25
(2). School Factors (a). Teacher
The teacher is one of the important things in teaching and learning English. The teacher as an educator, guide, facilitator, and so on, has the responsibility to improve students’ interest because interest is the main important component in education and teaching especially. Raharja describes that teacher is a creator of the learning process. A teacher is someone who
25 Ibid., pp. 14
will develop a free atmosphere for the students to examine what they are interested in, deliver an idea, and their activity within the limits of norms consistently upheld. The teaching methodology can influence students’
interest in learning English. However, the teacher should use the good or creative method when teaching the process. Because, if the teacher does not use a good style in teaching process like monotonous, it can make the students bored, do not understand the lesson, lazy and so sleepy.26 According to Syafi’I in Rahmah, describe that making a variation in teaching is one of the best ways to avoid students’ boredom. In addition, the material must be interest students to learn and should lead them to be independent learners.
Including the material must be provided some learning activities that are something fun and enjoyable for the students. And teaching English as a foreign language must be based on the learners’ appropriate proficiency level. And the relationship between the teachers and students also can be influential for the student's interest in learning English.27
(b). Facility in Teaching and Learning English
A facility in the learning process is one of the important things in students’ interest to study. According to Sardiman state that the facility is to be able to facilitate in teaching and learning process and the results achieved.
Jakarta.
26 Dominikus Catur Raharja, 2001, Kesesuaian Pendidikan Bakat Menentukan Prestasi Siswa,
27 Atia Rahmah, Factors Influencing…, pp.14-15.
In addition, learning facilities are something that is used to help and make it easier for teachers and students during teaching and learning activities.
Teaching and learning facilities are the facilities and infrastructure required for the teaching and learning process to achieve those objectives in general and in particular, such as school buildings, classrooms, libraries, teaching media., And the laboratory. Learning facilities are factors that can influence learning interest. It can make easier for teacher and students to get information and learning resources. This can encourage the students’ interest
to learn.28
6). Assessing Interest
Christensen et.al, states four factors involve in the assessment of interest such as reading, listening, speaking, and writing.29 In this case, the researcher was assessed the interest in learning English with some aspects like interested, less interested, and not interest. This assessment is adapted from Christensen et.al, will describe in the table as follows:
28 Sardiman. Interaksi dan Motivasi Belajar Mengajar. PT Raja Grafindo Persada.
Jakarta,2004.
29 Christense et.al, “Instrument for Assessing Interest in STEM Content and Careers”, journal of Technology And Teacher Education, Vol.18, No.2, 2010, pp. 349.
Table 1
Interest in Learning English:30 Aspects Interested
(3)
Less Interested
(2)
Not interested (1) Listening Active
during the learning process
The students less attention during in the class
The students not paying attention during in the class Reading The
students read a text without being asked during the learning process
The students are less interested in reading when the teacher asked them during the learning process
The students do not want to read even though they have been asked during the learning process
Speaking The students want to use English when delivering their opinions
The students combine their language when delivering their opinions
The students use full Indonesian to delivering their opinions
Writing Students always make their daily activities and collect to their teachers when in class.
Students sometimes write about their daily activities and collect them in school.
Students often do not write about their daily activities and often do not collect in school.
30 Christense et.al, “Instrument for Assessing …, pp. 340.
b. Interest in Learning English
1). Definition of Interest in Learning English
Learning English is divided into two words, there are Learning and English
Learning is connected with life. Life is a lesson, by learning, someone knows how to live. Learning is a process that happens for a long time with many steps, it will make someone change in certain aspects to themselves. For example, got dress, use a washing machine, etc. It can be done after learning.31
On the other hand, Learning is a systematic process that is planned by the teacher to help students to achieve and implement learning objectives in a way to interact with all the learning resources. The principles of learning cannot stand alone but are interrelated therefore that the process of learning in students going to happen.32
Therefore, Brumfit states that English is an international language in that it is the most widespread medium of internal communication both because of the number and the geographical spread of its speaker and because of the large number of nonnative speakers who use it for a part at least of their international context.33
31 Sufi Hudaibiah Firmani, “The Correlation Between Students’…, pp. 10.
32 Dilla Nawang Kharisma, “A Study on Students’ Motivation in Learning English at The Eighth Grade of SMP Ta’mirul Islam Surakarta in The Academic Year 2018/2019”,Thesis, IAIN Surakarta, 20018, pp. 27.
33 Brumfit Christopher, English For International Communication, Oxford Perganon Press, 1982, pp. 1.
In addition, English is an international language in that it is the most widespread medium of internal communication both because of the number and the geographical spread of its speaker and because of the large number of the nonnative speaker who uses it for a part at least of their international context.34
Brendon L. Carrol states that English is the language of an essential tool for communication and where are grammatical patterns play a crucial role in communication, the prime need almost learners is not for theoretical or analytical knowledge of the target language, but for an ability to understand in that language within the context and constraints of peculiar language using circumstance.35In other words, English is an International Language, which uses as a tool of interaction with our society. Learning is the process through various experiences.36
Based on the explanation above it can be concluded that learning English is learning a second language. Learning English as a foreign language is a complex process. The students have to know to learn well. Moreover, in teaching and learning English as a foreign language in junior high school, a teacher needs to give their best effort to develop their English.37
Learning can be considered as a process of getting knowledge. Student's interest is important in learning and interests also play an important role in developing
34 ibid
35 Brendon L Carrol, Testing Communication Performance an Interview Study, Oxpord Perganon Press, 1980, p.7.
36 ibid
37 Atia Rahmah, “Factors…, pp. 1-2.
student’s thinking ability. Interests powerfully influence student’s academic and professional choices. That is of course the teacher‘s responsibility to establish the relations between student's interest and new knowledge. When students are interested in what they are learning, hopefully they will pay closer attention, they will also process the information more efficiently, and employ more effective learning strategies, such as engaging in critical thinking, making connections between old and new knowledge, and attending to deep structure instead of surface features. Further, when the students are interested in a task, they will work harder and persist longer, bringing more of their self-regulatory skills into play.38
2). Objectives of Learning English
There are some objectives of learning English at junior high school
a). to increase communication skills in written and oral. The skill covers speaking, reading, listening, and writing.
b). to build their realization that Learning English is too important as a second language. This is can be influential for their study.
c). to enhance their understanding about the correlation between language and culture. So that the students will know cross-culture, shock culture, and so on.39
38 Sri Endang Kusmaryati & Indiyah Prana Amertaningrum ,”Exploring Students..., pp.184
39 Yayah Kudsiyah, “Analysis of Some Causal Factors of Students’ Problem in Learning English”, Thesis, UIN Syarif Hidayatullah Jakarta, Jakarta, 2009, pp. 9.
3). Motivating Students to Interested in Learning English
Several factors make the students interested to learning English and make the English language essential to communication in current time40:
a). English Is the International Common Tongue
First of all, English is the most common foreign language. This means that two people who come from different countries (for example, a Mexican and a Sri Lankan) usually use English as a common language to communicate. There are so many benefits of learning English, one of which is that English helps us to communicate with people from other countries. The British Council projects that by 2020 two billion people in the world will be studying English. We can also feel the importance of speaking English when we interact very easily with foreigners because we use the same language
b). Education
In the field of education, English has a very big influence, because many countries are implementing language learning and making it a second language. Even in countries where it is not an official language. In this era, many fields of education are written in English such as, in the fields of science, engineering, and higher
40 Rajathurai Nishanthi, “The Importance of Learning English in Today World”, Journal of Trend and Scientific Research and Development (IJTRSD),Vol. 3. No. 2456-6470, November, pp. 872- 873.
education filed. Because it is the dominant language in the sciences, most of the research and studies you find in any given scientific field will be written in it as well.
c). Travel and Business
With our ability to speak English, we can visit various countries that we wanted, because English is the language of a foreign country, and we can very easily interact with other people to ask for help if there are difficulties. We can try it via the internet, for example in travel order. Any travel booking site we can find will have English as a booking option.
Our English skills are very helpful in the business world, such as offices, governmental organizations, big companies, or even math or engineering companies and others that we are interested in. if we apply for a job in an office or company, they will assess our English language skills, because for big companies English is very influential in the field of business. Companies who want to function at an international level only consider their staff well educated if they are good English speakers, writers, and readers.
For employees who want to enter work that is of global standard, they must have the ability to speak English many companies apply English as their working language and also require their employees to be fluent in English. Research from all over the world shows that cross-border business communication is most often conducted in English.
d). The Language of Hollywood/ Most movies are in English
Everyone knows that Hollywood is in the United States and that the biggest television and music industries in the world are based there. Movies and television are one an easy method of learning English, by watching English films we will get a lot of vocabulary. Especially when we can speak English it will be very easy to open several films or games that using English that we want. Besides that, if we want to enter the world of entertainment, English will help us because English is even more essential.
People who are not interested in learning English must learn it immediately because many things both in written form and in pronunciation use English and we must understand it. Go ahead, watch some media, and get an idea of the language.
You won't be disappointed.
e). It Helps To Understand Other Languages
English has a long and fascinating history that spans wars, invasions, and influences from around the globe. Cultures that have helped shape modern English include Romans, Vikings, and the French. For this reason, it’s a hybrid language comprised of Latin, Germanic, and Romance elements.
f). It’s Flexible
Non-native English speakers who learn it as a second language often comment on how many ways there are to say many things. That’s because English doesn’t
discriminate – you can use it however you like. Countries like Singapore have taken this concept to heart, creating an entirely new type of English called ‘Singlish’ that has pervaded the aspect of other languages like Chinese and Malay.
g). We Can Say Things in a Hundred Different Ways
The advantages of English can also be seen from the richness of its vocabulary.
We can say or write the same meaning with different vocabulary. that's why English is said to have well over 750,000 words (depending a bit on how we count – some generous estimates put that number at 1 million and always adding new ones every year as the history of the English language says
h). Speaking English Gives to Access to A World of Entertainment
For those of us who like top movies, books and songs, English is very important to learn, because many books, films or songs are published in English. Moreover we also can increase our understanding of entertainment and outside culture. In addition if we speak English, we won't need to rely on translations and subtitles anymore to enjoy our favorite books, songs, films, and TV shows.
G. Research Method
1. Approach and Type of Research a. Approach
This research is a descriptive qualitative approach. The researcher tries to analyze the students’ interest in learning English. Qualitative research refers to the study of things in a natural setting, attempting to make sense of some phenomena in terms of meaning in which the researcher is the main instrument41. Furthermore, the descriptive qualitative method was used by the researcher. According to Sutopo, in the descriptive method, the analysis of the data is done naturally objective, and factual42.
According to Schreiber, descriptive studies describe some phenomena using numbers to create a picture of a group or individual43. It means that descriptive studies are the method to explain the phenomena of a group and the data were collected in the form of words. On the other hand, the descriptive method can be interpreted as a problem-solving procedure that can be investigated by describing the study of the form of people, institutions, communities, and others current based on the fact.
The big reason this study using the descriptive method is because this study was explored the students’ interest in learning English. Furthermore, the
41James Schreiber and Kimberly Asner-Self, “Educational research”, (New York: John Willey & sons, Inc), 2001, p. 10.
42 H. B. Sutopo, Metodologi Penelitian Kualitatif; Dasar Teori dan Terapannya Dalam Penelitian, (Surakarta: UNS Press, 2002), pp. 33.
43Ibid
researcher can also get the data by questionnaire and interview to get the authentic and valid data.
b. Type of Research
The researcher conducted a survey study. According to Borg and Gall in Sari, a survey study is applied to gather information to know the relationship between variables.44Scheuren in Sari also explained that a survey is used to collecting information from a sample.45 Furthermore, Check and Schutt defined a survey as gathering information about samples’ responses towards questions.46 Based on those explanations, the researcher concludes that a survey study is a study that is used to take any information about the sample through some questions.
2. The presence of the researcher
The presence of the researcher in this study means the researcher is a key instrument in planning the research, collecting the data, analyzing the data, and reporting the data. In this research, the researcher goes directly to collect the required data. In this study, the researcher participates as a participant interviewer.
3. Setting of Research
44Riski Aninda Sari, “Students’..., p. 27.
45Ibid.
46Joseph Check and Russell K. Schutt, Reseach Method in Education, (London: Sage Publication, 2012), p. 297.
This research was conducted at MTs Miftahul Ma’arif Pelambik. In this research, the researcher investigated VII A and VII B classes in academic year 2020/2021. The researcher took 30 students from each class as the subject of this research so that the total of all the students taken by the researcher was 60 students.
4. Source of Data
In qualitative research, two sources of data were used by the researcher. Those are primary data and secondary data. Ajayi defined primary data sources are included a personal interview, observations, surveys, questionnaires, and experiments47.While Secondary data is utilized to support primary data.
Data source in this study was the seven grade students of MTs Miftahul Ma’arif Pelambik, the researcher take 60 students from 30 VII A classes and 30 VII B classes. Then, the data obtained from questionnaires and interviews about the students’ interest in learning English.
5. The procedure of Data Collection
The technique of collecting data is a technique that is used by the researcher to get the data. In this research, the researcher was used two techniques to collect the data: questionnaire and interview.
47 Oluwatosin Victor Ajayi, “Distinguish Between Primary Sources of Data and Secondary Sources of Data,”(Paper,Faculty of Education, Benue State University, Makurdi 2017), page 2.
a. Questionnaire
A questionnaire is a number of questions used to get the information from respondents within the meaning of the private or about known things48. The questionnaire is designed in the form of closed-ended statements to ease the researcher in collecting the data. According to McLeod, the closed-ended statement is a statement which allows only answer which fits into categories that have been decided by the researcher.49 Then, the questionnaire’s instruction is to choose one of those degrees of agreement based on the students’ opinion.
In this study, the questionnaire is adopted from a similar previous study by Syariffudin.50 The questionnaire consists of 15 closed-ended statements using four degrees of agreement namely strongly agree, agree, disagree, and strongly disagree. Next, it was delivered by the researcher in the class. After being filled out and the required number of responses have been reached, the researcher was analyzed the answers from the students.
Then, the responses to the questionnaire in this research used as the data analysis of the research that can be seen in the appendix.
b. Interview
Merriam argued that “qualitative data consist of direct questions from
respondents about their experiences, opinions, feelings, and knowledge
48 Ibid., pp. 151.
49 Riski Aninda Sari, “Students’..., p.29.
50Syarifuddin, “The Use…, P.29.
through interviews”.51 The interview is a process of interaction or conversation in giving some question between two or more people. Another data collection used in this study is the interview. It was used to source the data about the students’ interest in learning English and also used to enrich the data collected from the questionnaires.
This research uses a semi-structured interview to find out basic details about the person being examined. According to Fraenkel and Wallen, a semi- structured interview is a verbal questionnaire that is more formal than the other types of interviews and contains a series of questions designed to provide a specific answer from the respondents.52 In addition, ten selected students were interviewed by the researcher. The students were selected by the questionnaire answers, which provided the teacher with a 'strongly agreed' checklist on the level of interest in learning English. The reason for choosing only ten students is that they need to make time more efficient and that amount is sufficient to reinforce the results of the questionnaire. The researcher also assumed that ten students could represent all the class members.
The interview consists of some questions related to the title. Similarly, the questions in the interview were delivered in the Indonesian language to
51Ibid.
52Nia Setia Hidyatiet. al., “A Transity Analysis of Male and Female Students Final Draft Critical Response Paragraph to Literature”, Journal of Applied Linguistics and Literacy. Vol.2, No.2, 2012, pp. 451.
make it the students easy to respond the questions and also to avoid misunderstanding of students to understand the questions. This interview was adopted from Mitchell and used as the data analysis of the research that can be seen in the appendix.
6. The technique of Data Analysis
Analyzing the data is a process of compiling or organizing the data from interviews and questionnaires. In this research, the researcher used descriptive qualitative research. The researcher collected the data, arrange and present the data. To analyze the data of students’ interest in learning English at Miftahul Ma’arif Pelambik, there are three steps used as follow:
a. Data Reduction
Data reduction can be defined as the process of selecting, focusing, simplifying, abstracting, and transforming the data transcribed from interview recordings.53 The main purpose of the qualitative research is in the final findings.
The data was be collected from the interview and questionnaire. In this case, the researcher selects data obtained at the time of research regarding the students’
perception, and then the data classifies and choose simply.
53 Sandra Manthison, “Cross-Case Analysis”, Encyclopedia of Evaluation, 2005.
b. Data Display
According to Miles and Huberman, the most frequent form of display data for qualitative research data in the past has been narrative text.54 By displaying the data it will make the researcher easier to understand the situation, planning the next step based on the data. Looking at displays helping us to understand what is happening and to doing something further analysis or caution on that understanding.
In this research, the researcher was display the data that has been reduced by using a diagram. Then, the researcher was make the percentage of the data to investigating students’ interest in learning English then conclusions were presented in narrative text form. It analyzed and described the data qualitatively.
Here is the formula of percentage:
Note:
P= Percentage (%)
P = 𝐹𝑜 × 100%
𝑁
Fo = Total respondents who answer an item N = Total respondents
54Sugiyono, Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D,Bandung: Alfabeta,, pp. 95.
c. Conclusion Drawing
The third step in analyzing the qualitative data is concluding and verifying. A presented preliminary conclusion is still tentative and will change if not found evidence that supports strong data collection on the next stage.
After displaying the data in the form of a diagram, the researcher will interpret it and give a conclusion and verification of the data. From the result on the data that are taken from the diagram, the next step is taken by the researcher that is to consider and interpret the data so that the conclusions and verifications of students’ interest in learning English can be drawn easily.
7. Trustworthiness
The validity of the data is conducted to attest whether the conducted research is scientific research as well as to test the data obtained. In this research, the triangulation technique is used for this study to enhance the validity of the research. Triangulation is a technique to check the validity of data that utilizes something else.55 In this study, the researcher was used the triangulation of theory to check the validity of the data.
The type of triangulation chosen in this research is instruments triangulation which the researcher will re-check all of the data that has been gained from a different instrument. Thus, by reviewing all data obtained, it can be seen whether the data are valid or not.
55 Lexy J. Moleong, Metode Penelitian Kualitatif, (Bandung: PT Remaja Rosdakarya, 2013), pp. 330.
H. Organization of Discussion
Chapter I, this chapter is an introduction. In this chapter the researcher will explain the research background, problem statement, objective and significance of the research, scope, and setting of the research, review of previous research, theoretical bases, research method, and the last are systematical of discussion.
Chapter II, in this chapter, the researcher was explained the data display and findings of the research.
Chapter III, in this chapter, the researcher was discuss in detail the process of analysis toward research findings based on research perspective or theoretical bases
Chapter IV, in this chapter, the researcher was provided the conclusion of the research and the suggestion of the research.
CHAPTER II
DATA DISPLAY AND FINDINGS
This chapter presents data displays and research findings based on the problems raised in the first chapter of this study. Data were obtained from questionnaires and interviews with the MTs Miftahul ma’arif Pelambik students.
A. Research finding of students’ interest in learning English
First of all, the researcher will show the result of the questionnaire.
This is a table of the questionnaire and the result for students’ interest in learning English:
Table 2.1
The Overal Result of the Questionnaire
Statement SA A D SD
1. The English class holds my attention 14 46 0 0
23% 77% 0% 0%
2. I often pay attention when studying English
40 19 1 0
67% 32% 1% 0%
3. I often invite my classmate to speak English
31 29 0 0
52% 48% 0% 0%
4. I often do some quizzes in the class 17 37 6 0
28% 62% 10% 0%
5. The teacher often create a pleasant atmosphere when studying English
18 39 3 0
30% 65% 5% 0%
6. I try to do homework or study English 15 40 5 0
together with someone 25% 67% 8% 0%
7. I often participate in speech competitions
13 45 2 0
22% 75% 3% 0%
8. I'm so attracted to participate in English activities. (e.g. English Course; English Camp; English Game/Quiz; etc)
18 36 6 0
30% 60% 10% 0%
9. When I see short texts in English, I try to figure out what they mean
32 26 2 0
54% 43% 3% 0%
10. The instructional methods used in English class hold my attention
31 23 6 0
52% 38% 10% 0%
11. I feel happy when learning English in the class
13 44 3 0
22% 73% 5% 0%
12. I enjoy it when I read English books 29 30 1 0
48% 50% 2% 0%
13. I feel enjoy when listening to English conversation or songs
35 23 2 0
59% 38% 3% 0%
14. I often watch the English video 26 32 2 0
44% 53% 3% 0%
15. I feel excited when practicing English pronunciation
32 26 2 0
54% 43% 3% 0%
These questionnaires were delivered to the students, one sheet questionnaire for one student.
Figure 2.1
0% 0%
23%
77%
SA A D SD
Pie Chart for the Result of the First Statement 1. The English class holds my attention.
The data indicate that students like to learn English lesson. It is shown by the result above that Students choose strongly agree 14 (23%), agree 46 (77%), disagree and strongly disagree 0 (0%).
Figure 2.2
Pie Chart for the Result of the second Statement
2. I often pay attention when studying English.
Related to the data, it's shown that most of the students think that learning English is important. It is shown by the result above.40 (67%) students chose strongly agree, 19 (32%) chose to agree, 1 (2%) chose to disagree and 0 % students chose strongly disagree.
30%
54%
15%
SA A D SD
1%
0%
10% 28%
62%
SA A D SD
Figure 2.3
Pie Chart for the Result of the third Statement 3. I often invite my classmate to speak English.
The following data show that most of the students who are excited about learning English. It is shown by the result above. 31 (52%) students chose strongly agree and students 29 (48%) chose to agree.
Furthermore, students chose 0% in both categories disagree and strongly disagree.
Figure 2.4
Pie Chart for the Result of the fourth Statement
0% 0%
SA
50% 50% A
D SD
4. I often do some quizzes in the class.
The following pie cart reports that lot of the students learn English when they have time outside of the class. It is shown by the result above. 17 (28%) students chose strongly agree, 37 (62%) students chose to agree, 6 (10%) students chose to disagree and 0 (0%) students chose strongly disagree.
Figure 2.5
Pie Chart for the Result of the fifth Statement
5. The teacher often create a pleasant atmosphere when studying English The following data show that most of students who are excited about learning English. It is shown by the result above. About18 (30%) students chose strongly agree, 39 (65%) students chose to agree, 3 (5%) students chose to disagree and 0 (0%) students chose strongly disagree.
0%
5%
30%
65%
SA A D SD
Figure 2.6
Pie Chart for the Result of the sixth Statement
6. I try to do homework or study English together with someone
The following table reports that most of students learn English when they have time outside of class. It is shown by the result above.15 (25%) students chose strongly agree, 40 (67%) students chose to agree and 5 (8%) students chose to disagree.
Figure 2.7
Pie Chart for the Result of the seventh Statement
3% 0%
22%
75%
SA A D SD 0%
8% 25%
67%
SA A D SD
0%
10%
30%
60%
SA A D SD
7. I often participate in speech competitions
The data indicate that students like to learn English lesson. It is shown by the result above that 13 (22%) students chose strongly agree, 45 (75%) students chose to agree and 2(3%) students chose to disagree.
Figure 2.8
Pie Chart for the Result of the eighth Statement
8. I'm so attracted to participate in English activities. (e.g. English Course;
English Camp; English Game/Quiz; etc).
The data indicate that students like to learn English lesson. It is shown by the result above that 18 (30%) students chose strongly agree, 36 (60%) students chose to agree and 6 (10%) students chose to disagree.
Figure 2.9
Pie Chart for the Result of the ninth Statement
9. When I see short texts in English, I try to figure out what they mean Related to the data, it's shown that most of the students think that learning English is important. It is shown by the result above. About 32 (54%) students chose strongly agree, 26 (43%) students chose to agree and 2 (3%) students chose to disagree.
Figure 2.10
Pie Chart for the Result of the tenth Statement
0%
10% SA
38% 52% A
D SD 3% 0%
43%
54%
SA A D SD
