English Education Study Program – STKIP PGRI West Sumatera [2017]
1
2) First Advisor
3) Second Advisor
COMPARATIVE STUDY BETWEEN STUDENTS’ RESPOND OF TRIGGERED SITUATIONAL INTEREST AND MAINTAINED
SITUATIONAL INTEREST IN LEARNING ENGLISH
Ria Mustika1), Siska2), Dian Noviani Syafar 3)
1)English department student, college of teaching training and education (PGRI) West Sumatera E-mail: [email protected]
2)English department lectures, college of teaching training and education (PGRI) West Sumatera E-mail: [email protected]
3)English department lectures, college of teaching training and education (PGRI) West Sumatera E-mail: [email protected]
ABSTRACT
The aim of this research was to know the comparative between students’ respond of triggered situational interest and maintained situational interest in learning English at the eight grade of SMP N 1 Lembang Jaya Kabupaten Solok. Biside, the research design of this research was comparative research. In this research, the researcher used participants were students of the eight grade that divided into 5 class. And then, researcher used cluster sampling to get the data and distributed the questionnaire sheets as the instrument to collect the data for the participant that divided into two groups. Based on the result of questionnaire found that there is any differences between students’
respond of triggered situational interest and maintained situational interest in learning English. It could be seen by the result of hyphothesis test, where tcount (2,16) more higher than ttable (1,70). It can be concluded that the students’ respond of triggered situational interest more higher than maintained situational interest in learning English at the eight grade of SMP N 1 Lembang Jaya Kabupaten Solok.
Penelitian ini bertujuan untuk membandingkan respon siswa terhadap triggered situational interest dan maintained situational interest dalam belajar bahasa Inggris di kelas delapan SMP N 1 Lembang Jaya Kabupaten Solok. Penelitian ini merupakan penelitian komparatif, dimana partisipannya adalah siswa kelas delapan yang terdiri dari 5 kelas. Teknik pengambilan data yang digunakan adalah Cluster Sampling. Dalam penelitian ini, peneliti mengambil data dengan cara memberikan lembaran angket kepada siswa khususnya kelas VIII2 yang berjumlah 32 orang yang dibagi dalam dua kelompok. Berdasarkan hasil dari angket menunjukkan bahwa adanya perbedaan respon siswa terhadap triggered situational interest dan maintained situational interest dalam belajar bahasa Inggris. Hal ini dibuktikan dengan hasil dari uji-t, yaitu thitung (2,16) lebih tinggi dibandingkan dengan ttabel (1,70). Jadi dapat disimpulkan bahwa respon siswa terhadap triggered situational interest lebih tinggi dibandingkan dengan maintained situational interest dalam belajar bahasa Inggris pada kelas delapan di SMP N 1 Lembang Jaya Kabupaten Solok.
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Key words: Learning English; Maintained Situational Interest; and Triggered Situational Interest.
INTRODUCTION
Learning can be conceptualized as acquisition of knowledge and skill in many domains of human activity. In learning and teaching process, every student has tendency to
correlate with something in their around conditions because it is very influential toward student’s attitude and behaviour. If the environment gives good impression to them, they will interest. Meanwhile, students’ interest has two types. There are individual and
2 situational interest. Beside, there are two main
types of situational interest, namely: triggered and maintained situational interest. Triggered situational interest refers to lesson additions that catch the learner’s attention by using media, strategies or tools influenced their engagement.
While, maintained situational interest comes from learning environments that project meaningfulness and value. Both of these have relationship, such as when the teachers stimulate their pupils with strategy that can influence students’ attention, and then the students maintain situational presence about value and purpose about what they learnt. Thus, the students have engagement about their materials.
Based on the researcher’s experience during teaching training at SMP N 1 Lembang Jaya Kabupaten Solok, the researcher found some phenomena. They were related to compare between students’ respond of triggered situational interest and maintained situational interest in learning English. Where, the researcher saw students’ respond in learning English was affected by learning environment, such as how the teacher stimulates student’s interest by using the media or strategy such as video, picture, group work and other. There were various responses of the students, for example some of students showed their enthusiasm and active participation in learning process, but almost of students only stayed silent when the teacher gave explanation, so that how the teacher did in the class had affect toward how the students maintained their attentions.
Based on the explanation above, triggered situational interest and maintained situational interest needed to get student’s attention and interest in the process of teaching and learning especially in learning English, because how the teacher guide students’
concern was influenced the students to maintain their attention. In this research, the researcher wanted to know more depth about comparative study between students’ respond of triggered situational interest and maintained situational interest in learning English at the eight grade of SMP N 1 Lembang Jaya Kabupaten Solok. And then, the researcher known about students’
respond based on students’ characteristic of each types.
According to Mitchell in Wentzel &
Allan (2009: 200) there are two types of situational interest. They are: triggered situational interest and maintained situational interest. Triggered situational interest describes the induction of attention and arousal for only a short term. It means that triggered situational interest is a way of the teacher media influence student’s attention, such as puzzle, group work or other tools for arousing students’ curiosity.
And maintained interest is necessary to emphasize the meaningfulness of subject content and facilitate students’ involvement. It means that in learning process, the teacher maintains student’ interest by using activities that have meaningfulness and involvement for the students. Meaningfulness refers to students’
perception of the material in learning as being relevant to their daily lives. Beside, involvement refers to students’ experience of active participation in learning.
Beside, according to Clark and Chopeta Lyons (2011: 156) there are two types of situational interest. Namely: triggered situational interest and maintained situational interest. Triggered situational interest refers to lesson additions that catch the learner’s attention with features that stimulate emotional arousal such as video, color, graphic, stories and others. On the other hand, maintained situational interest comes from learning environments that project meaningfulness and value. It means that maintained situational interest is a way to keep student’s interest are influenced by activities that have meaningfulness and value.
Finally, Hidi and Renninger (2016: 13) state that there are two types of situational interest. They are: triggered situational interest and maintained situational interest. Triggered situational interest is psychological state resulting from short term changes in cognitive processing associated with particular class of content. It means that triggered situational interest is a specific concern from a short term that stimulate student’s interest through some activities in the process of learning and teaching, such as hand-on, presentation, task and other. And maintained interest situational is psychological states that involves focused attention to a particular class of content that reoccur and/or over time. It means that maintained situational interest is a way to
3 defend student’s concern toward the lesson over
time, such as the teacher teaches in the class use the power point to present of the material.
In conclusion, there are two types of situational interest: triggered situational interest and maintained situational interest. First, triggered interest is a way to get student’s attention was activated and stimulated by using innovative and teacher’s instructional method, strategy or media in a form that short term in learning especially English, such as puzzle, group work, video, stories, hands-on, task and others. Second, maintained situational interest is spychological states that involves focused attention about activity and feel this activity have meaningfulness and relevant toward their daily lives, so that they feel need to maintain their concern. Such as, they reviewing what their studies and they want to search additional information about it.
Beside, in the process of learning and teaching, the students have the characteristic.
According to Mitchell in Wentzel & Allan (2009: 200) proposed that there are some the characteristic of triggered situational interest and maintained situational interest. Triggered situational interest can be observed by students’
attitude in learning process, there are some characteristic such as, a) The students respect to a particular subject area may be repeatly. b) The students are influenced by the strategies by given by the teacher, such as group work, role play, and other. c) The students are influenced by cognition being related to an object of interest or media that used by the teacher, such as puzzles, power point and video. d) Short- lived feeling of engagement or curiosity. And maintained situational interest can be viewed by the students’ behavior in the process of learning and teaching, such as a) Student focuses about the material and they feel need to learn. b) student’s perception of subject content being relevant to their daily lives. c) They repeated engegement with the material. d) Students enhance the meaningfulness of subject content and active participation in learning activities. e).
The students find connection to the material.
In addition, Clark and Chopeta Lyons (2011: 156) there are some the characteristic of triggered situational interest and maintained situational interest. For example: a) They attent to the material, if only in a short time. b) Their experience either positive or negative feelings.
c) May be initially connected by a learning environment such as strategies from the teacher like group work, role playing annd other. d) May be initially connected by a learning environment such as media: color, graphics, and stories. e) May experience either positive or negative feelings. Next, maintained situational interest has identity from learner’s attitude, such as a) Students pay attention about the material.
b) The students are developing knowledge of content. c) The students are developing a sense of the content’s value. d) The students are likely to be able to be supported by other to find connection to content based on exiting skills, knowledge, and or prior experience. e) The students are likely have positive feelings.
Futhermore, Hidi and Renninger (2016:
13) state that there are some the characteristic of triggered situational interest and maintained situational interest. First, there are some characteristic of trigggered situational interest has traits from the pupils, such as a) Attent to content, if only fleetingly. b) May or may not be reflectively aware of the experience. c) May need support to engange from other and through instructional design such as project-based learning, group work and other. d) May experience either positive or negative feelings.
e) May not persevere when confronted with difficulty and f) May simply want to be told what to do. In addition, the characteristic of maintained situational interest has traits from the students’ characteristic, such as a) Reenganges content that previously triggered attention. b) Is developing knowledge of content. c) Is developing a sense of the content’s value. d) Is likely to be able to be supported by other to find connection to content based on exiting skills, knowledge, and or prior experience. e) Is likely have positive feelings.
In brief, the characteristic of triggered situational interest can be observed by students’
attitude in learning process especially in learning English, there are some characteristic such as, a) The student attent to learning English, if only in as a short time. b). Students may be influenced by a learning environment such as strategies or instruction design used by teacher. For example project-based learning, cooperative group work, one-on-one tutoring, role playing and other. c). Students may be initially connected by a learning environment like media used by teacher. Such as video,
4 power point, handbook and other types of
engagement. d). Students may or may not be reflectively aware of the experience. And the last e). Students may have experience positive and negative feelings. And maintained situational interest has some characteristic. It is come from the learner. a). Student focuses about the material and they feel need to learn to develop knowledge of the material. b).
Students’ experience of active participation in learning. c). Students likely have positive feelings because the material-related value cognition. d). Students able to be supported by other to find connection to the material based on exiting skills, knowledge, and or prior experience. e). Students feel of subject as being relevant to their daily lives.
Based on explanation above, the researcher want to compare between students’
respond of triggered situational interest and maintained situational interest in learning English at the eight grade of SMP N 1 Lembang Jaya Kabupaten Solok.
RESEARCH METHODOLOGY
The design of this research was comparative research. The researcher wanted to compare between students’ respond of triggered situational interest and maintained situational interest in learning English. According to Gay and Airasian (2012: 228) comparative research attempts to determine the cause, or reason, for existing differences in the behavior or status of groups or individuals. It means that comparative research is a research that determine reasons, causes, for the existing condition of the groups or individuals.
Biside, the researcher used participant as a sample. According to Creswell (2012: 387) participant is the researcher keeps a focus on learning the meaning that participants hold about problem and issue, not the meaning that the researcher brings to the research or writer express in the literature. It means that the researcher took the participants to the research about the problem and issue, and find out of the issue or the problem. Thus, the participants of this research were students of the eight grade of SMP N 1 Lembang Jaya Kabupaten Solok.
There were five classes: VIII1, VIII2, VIII3, VIII4 and VIII5 with total of students are 159.
And then the researcher used cluster sampling
to get the data. After the researcher undertakes some steps the researcher took VIII2 as the sample in this research.
In this research, the researcher collected the data used questionnaire. According to Gay and Airasian (2000: 280) questionnaire is a checklist of series of questions drawn up in writing about anything related to the research. It means that questionnaire asked the sample in form a list statement. The purpose of this questionnaire was to find out the comparative between students’ respond of triggered situational interest and maintained situational interest in learning English at the eight grade of SMP N 1 Lembang Jaya Kabupaten Solok.
To answer the questionnaire used likert scale. According to Riduwan (2010: 13) a likert scale requires an individual to respond to a series of statements by indicating whether he or she strongly agrees (SA), agree (A), neutral (N), disagree (D) or strongly disagree (SD).
Each response is assigned a point value, and an individual’s score is determined by adding the point value so fall the statements. The researcher used indicator of students’
caracteristic of triggered situational interest and maintained situational interest as a student indicator. After that, the researcher distributed for all of the students VIII2 that divided into two indicators. Next, the researcher collected the data of questionnaire to be analyzed. Technique of data analysis that used are normality, homogenitas and hyphotesis test by using some steps. After the researcher collected the data, the researcher found the mean score of students’
respond in the questionnaire sheets.
Futhermore, to know the comparative between students’ respond of the triggered situational interest and maintained situational interest in learning English, the researcher compared both of mean scores by using variant and F- distribution formula. The next step, the researcher found standar deviation and the last the researcher did hypothesis test.
RESEARCH FINDING
The purpose of this research was to compare between students’ respond of triggered situational interest and maintained situational interest in learning English at the eight grade of SMP N 1 Lembang Jaya Kabupaten Solok. It was located in Jalan lintas Salayo Tanang Bukit
5 Sileh Kecamatan Lembang Jaya Kabupaten
Solok. In this research, the researcher did the research at the eight grade of SMP N 1 Lembang Jaya Kabupaten Solok on English subject since August 2𝑛𝑑 2016 until August 6𝑡ℎ 2016.
This research, the researcher collected the data by using the questionnaire sheets. After got the data, the researcher compared between students’ respond of triggered situational interest and maintained situational interest in learning English at the eight grade of SMP N 1 Lembang Jaya Kabupaten Solok. In addition, the result of the questionnaire sheets can be shown in the following based on types of situational interest.
The first is triggered situational interest.
The researcher gave the questionnaire for the students VIII2 of SMP N 1 Lembang Jaya Kabupaten Solok. Then, the researcher calculated students’ respond those scores, the researcher found out the sum of scores 846.
After getting the total score, the researcher found the mean score of triggered situational interest was 52,88. Finally, the researcher found out variance of triggered situational interest was 8,25.
The second is maintained situational interest. The researcher gave the questionnaire for the students VIII2 of SMP N 1 Lembang Jaya Kabupaten Solok. Then, the researcher calculated students’ respond those scores, the researcher found out the sum of scores 807.
After that, the researcher found out the mean score of maintained situational interest was 50,44. Finally, the researcher found out variant of maintained situational interest was 12,79.
Based on the data above, the researcher concluded that scores from scorer triggered situational interest and maintained situational interest were different. There were the different point of them, the first the sum score of triggered situational interest was 846 and the sum of score from maintained situational interest 807 the differences point both of them was 39. Next, the mean score of triggered situational interest was 52,88 and maintained situational interest was 50,44. Finally, the variance of triggered situational interest was 8,25 and maintained situational interest was 12,79.
To found the homogenitas test, the researcher used standard deviation. From the
table deviation with the frequence was 0,95 atau α = 0,05 dan n = (15,15) could get the result Ftabel= 2,40, eventhough Fcount= 0,65 so that Fcount
< Ftable it means that the both of the them was homogen. Finally, the researcher did hypothesis test. based on the result of test-t, the researcher found tcount (2,16)was higher than ttable (1,70) at level significance 0,05. Thus, the hypothesis two rejected. It can clonclude that comparative study between students’ respond of triggered situational interest and maintained situational interest in learning English has the differences of students’ respond. It can be saw from students’ respond toward triggered situational interest more higher than maintained situational interest in learning English at the eight grade of SMP N 1 Lembang Jaya Kabupaten Solok.
CONCLUSION
In this part, the researcher would discuss the conclusion of this research. The researcher did research toward VIII grade of SMP N 1 Lembang Jaya Kabupaten Solok especially VIII2 class. In this research, the researcher compared between students’ respond of triggered situational interest and maintained situational interest in learning English at the eight grade of SMP N 1 Lembang Jaya Kabupaten Solok. To get the data about students’ respond used questionnaire. And then the researcher distributed of questionnaire sheets.
After that, found there were differences between students’ respond of triggered situational interest and maintained situational interest in learning English at the eight grade of SMP N 1 Lembang Jaya Kabupaten Solok. It was provend by the result of tcount (2,16) was higher than ttable (1,70). It means that, H2 the hypothesis were rejected. It means that there is any differences between students’ respond of triggered situational interest more higher than maintained situational interest in learning English. Where triggered situational interest more higher than maintained situational interest in learning English at the eight grade of SMP N 1 Leambang Jaya Kabupaten Solok.
ACKNOWLEDGEMENTS
Alhamdulillahhirobbil a’lamiin, praise to Allah S.W.T the almighty who has given the
6 writer straight to complete this thesis entitled
“Comparative Study between Students’
Respond of Triggered Situational Interest and Maintained Situational Interest in Learning English at the Eight Grade of SMPN 1 Lembang Jaya Kabupaten Solok”.
This thesis is aimed as facilitating of the requirement for the SI Degree of English Department, STKIP PGRI Padang West Sumatra.
Secondly, the researcher would like to express sincere gratitude to my first advisor Siska, S.S. M.Pd for the support of my research, for her patience, motivation, and useful knowledge, and her guidance helped me in writing of this thesis. The researcher’s sincere thanks also goes to the second advisor Dian Noviani Syafar, S.S, M.A. for her guidance, advice, suggestion and support me in finishing this thesis. Thank you very much for both of my advisors.
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