improving students’ motivation in learning english by
TRANSCRIPT
IMPROVING STUDENTS’ MOTIVATION
IN LEARNING ENGLISH BY USING ENGLISH VIDEOS
(A Classroom Action Research at the Second Grade of SMP PGRI 1, Ciputat,
South Tangerang)
A “Skripsi”
Presented to the Faculty of Tarbiya and Teachers Training
In Partial Fulfillments of the Requirements
for the Degree of Strata 1 (Bachelor of Arts) in English Language Education
By:
DEPO AHMAD HANDOKO
NIM: 106014000375
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS’ TRAINING
STATE ISLAMIC UNIVERSITY OF SYARIF HIDAYATULLAH
JAKARTA
2011
DEPO AHMAD HANDOKO
106014000375
Presentation:
Aims
Research
Technique
Data
BackgroundBackground of Students’
Problem
UIN Syarif Hidayatullah Jakarta
English Language Education
Most students are less motivated in
learning English
The students look lazy and less
enthusiastic in participating in the
learning process
Teacher has not maximized usage
media in teaching learning process
The result of study is low
UIN Syarif Hidayatullah Jakarta
English Language Education
Aims of The Research
Presentation:
Aims
Research
Technique
Data
Background
To know can English videos
improve the students’
motivation in learning English
To know how can English
videos improve the students’
motivation in learning English
Research Method
Subject of The Research
Presentation:
Writer’s Role
Aims
Research
Technique
Data
UIN Syarif Hidayatullah Jakarta
English Language Education
Background
Presentation:
Aims
Research
Technique
Data
UIN Syarif Hidayatullah Jakarta
English Language Education
Background
Presentation:
Aims
Research
Technique
Data
This classroom action research consists of two
cycles and each cycle has four phases:
- Planning : The teacher designs lesson plan
and prepares the instrument of
the research
- Acting : The teacher implements the
plan of action
- Observing : The observer describes the
whole process of the action
- Reflecting : Both teacher and observer
evaluate and reflect upon the
whole process
UIN Syarif Hidayatullah Jakarta
English Language Education
Background
Technique of Collecting DataPresentation:
Aims
Research
Technique
Data
Quantitative
1. Pre-test
2. Post-test 1
3. Post-test 2
4. Pre-questionnaire
5. Questionnaire Cycle1
6. Questionnaire Cycle 2
Qualitative
1. Interviewing Teacher and Students
2. Observation Students ‘ Activity
UIN Syarif Hidayatullah Jakarta
English Language Education
Background
The quantitative data result
Test
Presentation:
Aims
Research
Technique
Data
Background
Number of
StudentsPre-test Post-test 1 Post-test 2
Mean Score 58.92 65.35 80.7
Class
percentage 29.19% 32.5% 75%
Passing
Grade of
KKM (69)
11 students 13 students 30 students
UIN Syarif Hidayatullah Jakarta
English Language Education
Presentation:
Aims
Research
Technique
Data
Background
UIN Syarif Hidayatullah Jakarta
English Language Education
0
5
10
15
20
25
30
35
<69 >69
Pre-test
Post-test I
Post-test II
The quantitative data result
Questionnaire
Presentation:
Aims
Research
Technique
Data
Background
Number of
StudentsPre-Quest
Post-Quest
1
Post-Quest
2
Mean Score 100.5 114.6 130.2
Class
percentage 59.11% 67.41% 76.58%
UIN Syarif Hidayatullah Jakarta
English Language Education
Presentation:
Aims
Research
Technique
Data
Background
UIN Syarif Hidayatullah Jakarta
English Language Education
10,00%
20,00%
30,00%
40,00%
50,00%
60,00%
70,00%
80,00%
pre research cycle 1 cycle 2
59,11%
67,74%
76,58%
Presentation:
Aims
Research
Technique
Data
Background
UIN Syarif Hidayatullah Jakarta
English Language Education
Pre Cycle I Cycle II
Questionnaire 59,11% 67,41% 76,58%
Test 29,19% 32,50% 75%
0,00%
20,00%
40,00%
60,00%
80,00%
100,00%P
erc
en
tag
es
i
IMPROVING STUDENTS’ MOTIVATION
IN LEARNING ENGLISH BY USING ENGLISH VIDEOS
(A Classroom Action Research at the Second Grade of SMP PGRI 1, Ciputat,
South Tangerang)
A “Skripsi”
Presented to the Faculty of Tarbiya and Teachers Training
In Partial Fulfillments of the Requirements
for the Degree of Strata 1 (Bachelor of Art) in English Language Education
By:
Depo Ahmad Handoko
NIM: 106014000375
Approved by
Advisor
Drs. Syauki, M.Pd
NIP: 19641212 199103 1 002
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS TRAINING
STATE ISLAMIC UNIVERSITY OF SYARIF HIDAYATULLAH
JAKARTA
2011
ii
ENDORSEMENT SHEET
The Examination Committee of the Faculty of Tarbiya and Teachers‟ Training
certifies that the „skripsi‟ (scientific paper) entitled “Improving Students’
Motivation in Learning English by Using English Videos (A Classroom
Action Research at the Second Grade of SMP PGRI 1, Ciputat, South
Tangerang)”, written by Depo Ahmad Handoko, students registration number
106014000375, was examined by the committee on June 15th
, 2011 and was
declared to have passed and have fulfilled one of the requirements for the degree
of S.Pd in English Education Department.
Jakarta, June 15th
, 2011
EXAMINATION COMMITTEE:
CHAIRMAN : Drs. Syauki, M.Pd ( )
NIP. 19641212 199103 1 002
SECRETARY : Neneng Sunengsih, S.Pd ( )
NIP. 19730625 199903 2001
EXAMINERS:
1. Drs. Nasrun Mahmud, M.Pd ( )
NIP. 150 041 070
2. Drs. Sunardi Kartowisastro., Dipl.Ed ( )
NIP. 19440719 196510 2 001
Acknowledged by
Dean of Faculty of Tarbiya and Teachers‟ Training
Prof. Dr. Dede Rosyada, MA
NIP. 19571005 1987031 003
iii
ABSTRACT
Depo Ahmad Handoko, “Improving Students’ Motivation in Learning English
by Using English Videos (A Classroom Action Research at Second Grade
of SMP PGRI 1, Ciputat, South Tangerang)”. Skripsi, English Education
Department, Faculty of Tarbiya and Teachers Training, Syarif
Hidayatullah State Islamic University Jakarta, 2011.
Key words: Students‟ Motivation in Learning English, English Videos
This research is conducted in order to improve students‟ motivation in
learning English by using English videos, Ciputat, South Tangerang.
In conducting this research, the researcher used Classroom Action
Research (CAR) as the method of research. He taught English Language by Using
English Videos at grade Second of SMP PGRI 1, Ciputat. This research consisted
of two cycles and each cycle consisted of three meetings (the test and questioner
was included in the meeting). The researcher conducted this research for three
weeks. To collect the data, the researcher used observation, interview, and tests
(pre-test and post-tests) and questionnaire.
The result of this research shows that using English videos in learning
English at grade VIII of SMP PGRI 1 can improve their motivation in learning
English. The students felt that the teaching learning activities were fun and
interesting. Moreover, the students‟ achievements in pre-test and post-test show a
good progress. The mean of pre-test is 58.92, and there were only 11 students who
passed the KKM or 29.19%. The mean of the post-test 1 is 65.35, and there were
13 students who passed the KKM or 32.5% of the students who passed the KKM.
In last cycle, the students‟ score improved significantly, the mean score of post-
test 2 is 80.7, and the number of students who passed the KKM is 30 or 75%. So,
there is 45.81% improvement of the students‟ percentage of pre-test (29.19%) to
post-test 2 score (75%). From this result, the researcher concluded that using
English videos English is success in improving students‟ motivation in learning
English, because it has achieved the target of Classrooom Action Research (75%).
iv
ABSTRACT
Depo Ahmad Handoko, “Improving Students’ Motivation in Learning English
by Using English Videos (A Classroom Action Research at Second Grade
of SMP PGRI 1, Ciputat, South Tangerang)”. Skripsi, Jurusan
Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan,
Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2011.
Kata Kunci: Motivasi siswa terhadap pelajaran bahasa inggris, Video
pembelajaran bahasa inggris.
Penelitian ini dilaksanakan dengan tujuan untuk meningkatkan motivasi
siswa dalam pelajaran bahasa inggris dengan menggunakan media video
pembelajaran. pada siswa kelas VIII.10 SMP PGRI 1, Ciputat, Tangerang Selatan.
Dalam pelaksanaan penelitian ini, peneliti menggunakan Penelitian
Tindakan Kelas (PTK) sebagai metode penelitian. Peneliti meneliti peningkatan
motivasi siswa dalam pelajaran bahasa inggris dengan menggunakan media video
pembelajaran. Penelitian ini terdiri dari dua siklus, dan tiap siklus terdiri dari tiga
pertemuan (pelaksanaan angket dan test dihitung sebagai pertemuan). Peneliti
melaksanakan penelitian ini selama 3 minggu. Untuk pengumpulan data, peneliti
menggunakan observasi, wawancara, angket dan test (pre-test dan post-test).
Hasil penelitian ini menunjukkan bahwa penggunaan media video
pembelajaran dalam pengajaran bahasa inggris pada kelas VIII.10 SMP PGRI 1
Ciputat dapat meningkatkan motivasi siswa terhadap pelajaran bahasa inggris.
Para siswa juga merasa kegiatan belajar-mengajar menjadi asyik dan
menyenangkan. Selain itu, nilai pre-test dan post-test siswa juga mengalami
peningkatan yang bagus. Rata-rata nilai pre-test adalah 58,92, dan ada 10 siswa
yang mampu melewati KKM atau 29,19%. nilai rata-rata post-test 1 adalah
65,35, dan ada 13 siswa yang dapat melewati KKM atau 32,5%. Pada siklus
terakhir, nilai siswa mengalami peningkatan yang signifikan, nilai rat-rata post-
test 2 adalah 80,7, dan jumlah siswa yang bisa melewati KKM adalah 30 atau
75%. Jadi, ada peningkatan sebesar 45,81% dari pre-test (29,19%) to post-test 2
score (75%). Berdasarkan hasil ini, peneliti menyimpulkan bahwa penggunaan
media video pembelajaran Bahasa Inggris sukses meningkatkan motivasi siswa
dalam belajar bahasa Inggris. karena hasil penelitiannya telah mencapai target
Penelitian Tindakan Kelas yakni 75 %.
v
ACKNOWLEDGEMENT
In the name of Allah, The Beneficent, The Merciful.
All Praise be to Allah, The Lord of the world, who gives the writer
guidance and strength, so he could finish this scientific paper (skipsi). Peace and
blessing be upon our prophet Muhammad SAW, his family, his companions and
his followers.
This skripsi is presented to the English Education Department of Tarbiya
and Teachers Training Faculty of State Islamic University of Syarif Hidayatullah,
Jakarta as a partial fulfillment of the requirements for strata 1 (S1).
The writer is absolutely conscious that he could not carry out this duty
without being helped by other, both materially and spiritually. On this great
occasion, he would like to express his special gratitude to his beloved parents,
Abu Bakar and Sri Yuantini who have prayed him every time and given a big love
that never ends so that he could finish his study. His beloved brothers, Adlil
Hamdani, and Ahmad Fakhrul Fawwas who have given their love, support and
motivation.
The writer does not forget to express his great appreciation and gratitude
to his advisor Drs. Syauki, M.Pd who has patiently given valuable advice and
guidance during the process of this „skripsi‟.
The writer also realizes that he would never finish writing this „skripsi‟
without the help of some people around him. Therefore, he would like to give
special gratitude;
1. Prof. Dr. H. Dede Rosyada, MA, the Dean of Faculty of Tarbiya and
Teachers Training.
2. Drs. Syauki, M.Pd, the Head of English Education Department of UIN
Syarif Hidayatullah Jakarta.
vi
3. Mrs. Neneng Sunengsih, S.pd, the Secretary of English Education
Department of UIN Syarif Hidayatullah Jakarta.
4. All lecturers in English Education Department who have taught and
educated the writer so he knows many things.
5. Mr. Cartam, S.Pd, M.Pd the Headmaster of SMP PGRI 1 Ciputat who has
allowed the writer to conduct this research.
6. All teachers and staffs of SMP PGRI 1 Ciputat especially Mr. Wawang
Ukawan and Mr Nursiwan who have helped and supported the writer in
finishing this research.
7. Mr. Even Apriyansyah, the English teacher of VIII. 10 SMP PGRI 1 who
has given his ideas and time and also has guided, advised, and supported
the writer in the process of doing the research.
8. Fitri Ariyanti, his beloved, thank you for your support, help and patient so
that writer can finish this skripsi.
9. His beloved friends Lutfiyah Aziz, Mulia Rahmayani, and Rifqia
Apriyanti, Muhammad Bagus Nawawi, Heny Indriyani and Fikri Fauzi
who always give supports, suggestion, and pray for him. And all beloved
his friends in English Education Department in class B year 2006 whose
names cannot be mentioned one by one.
The writer realizes that this paper is far from being perfect. Therefore, the
writer expects some suggestions and criticques for this paper. At last, the writer
hopes that this research paper will be useful for all.
Jakarta, 15th
June, 2011
The writer
vii
TABLE OF CONTENT
The Approval Sheet of Advisor ....................................................................... i
The Endorsement Sheet of Examination Committee ....................................... ii
Abstract ........................................................................................................... iii
Acknowledgement .......................................................................................... v
Table of Content ............................................................................................. vii
List of Tables .................................................................................................... ix
List of Figures .................................................................................................. xi
List of Pictures ................................................................................................ xii
List of Appendices .......................................................................................... xiii
CHAPTER I INTRODUCTION
A. Background of Study ............................................................................ 1
B. Limitation and Formulation of the Problem ......................................... 4
C. The Objective of the Study ................................................................... 5
D. Method of the Study ............................................................................... 5
E. The Significant of the Study .................................................................. 5
CHAPTER II THEORITICAL FRAMEWORK
A. Motivation
1. The Understanding of Motivation .................................................. 7
2. The Kinds of Motivation ................................................................ 9
B. English Videos
1. The Understanding of English Videos ........................................... 15
2. Types of videos ............................................................................. 16
3. The Advantages and Disadvantages of using English videos ........ 17
C. Guidelines of Using English Videos in Learning English
1. Selecting Material ......................................................................... 18
2. The Approaches of Using English Videos in Learning English .... 19
3. The Techniques in Learning English Using English Videos ........ 20
CHAPTER III RESEARCH METHODOLOGY
A. Subject of the Research ................................................................. 22
viii
B. Place and Time of the Research .................................................... 22
C. The Research Design ..................................................................... 22
D. The Role and Position of the Researcher ....................................... 26
E. The Action Research ..................................................................... 27
F. Kind and Resource of the Data ..................................................... 28
G. Instrument in Data Collecting ........................................................ 28
H. Technique of Data Collecting ....................................................... 30
I. Technique of Data Analysis .......................................................... 30
J. Technique of Trustworthiness ...................................................... 31
K. Criterion of the Action Success ..................................................... 34
CHAPTER IV RESEARCH FINDING
A. Before Implementing the Action
1. The Result of Pre Observation ...................................................... 35
2. The Result of Pre Interview .......................................................... 36
3. The Result of Pre-questioner ........................................................ 37
4. The Result of Pre-test .................................................................... 40
B. The Implementation of Classroom Action Research
1. Cycle I ........................................................................................... 42
2. Cycle II .......................................................................................... 52
C. The Discussion of the Data After CAR
1. The Result of Observation Form ................................................... 62
2. The Result of Questioner .............................................................. 64
3. The Result of Interview ................................................................ 67
4. The Result of Test ......................................................................... 67
D. The Interpretation of the Data .............................................................. 71
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion .......................................................................................... 74
B. Suggestion ........................................................................................... 75
BIBLIOGRAPHY .......................................................................................... 76
APPENDIX ..................................................................................................... 78
ix
LIST OF TABLES
Table 3.1: The Description of the Cycles ....................................................... 26
Table 4.1: Pre questioner Score of Students‟ Motivation in Learning English 38
Table 4.2: Summary of Pre questioner Score Students‟ Motivation in Learning
English ................................................................................................ 38
Table 4.3: The Category of Students‟ Motivation Score in Learning English Pre
questioner ........................................................................................... 39
Table 4.4: Pre test Score of Students‟ Motivation in Learning English ....... 40
Table 4.5: Summary of Pre test Score Students‟ Motivation in Learning
English ............................................................................................... 40
Table 4.6: The Percentage of Students‟ Activity in Learning English Cycle I 46
Table 4.7: Questioner Score of Students‟ Motivation in Learning English Cycle
I .......................................................................................................... 49
Table 4.8: Summary of Questioner Scores Students‟ Motivation in Learning
English Cycle I ................................................................................... 50
Table 4.9: The Category of Students‟ Motivation Score in Learning English
Cycle I ................................................................................................ 50
Table 4.10: Students‟ Test Score in Learning English Cycle I ...................... 51
Table 4.11: Summary of Students‟ Test Score in Learning English Cycle I . 51
Table 4.12: The Percentages of Students‟ Activity in Learning English Cycle II
............................................................................................................. 56
Table 4.13: Score of Students‟ Motivation in Learning English Cycle II ..... 59
Table 4.14: Summary of Questioner Score Students‟ Motivation in Learning
English Cycle II ................................................................................. 60
Table 4.15: The Category of Students‟ Motivation Score in Learning English
Cycle II ............................................................................................... 60
x
Table 4.16: Students‟ Test Scores in Learning English Cycle II ................... 61
Table 4.17: Summary of Students‟ Test Scores in Learning English Cycle II
............................................................................................................. 61
Table 4.18: The Recapitulation of the Percentage of Students‟ Activity I
Preliminary Research. Cycle I and Cycle II ....................................... 63
Table 4.19: The Comparison of Students; Motivation Score of Questionnaire in
Preliminary Research, Cycle I and Cycle II ...................................... 64
Table 4.20: The Comparison of Students‟ Score in Preliminary Research, Cycle
I and Cycle II ..................................................................................... 68
xi
LIST OF FIGURES
Figure 3.1: Stephen Kemmis‟ Design ............................................................. 23
Figure 3.2: Design of Research Cycle ........................................................... 24
Figure 4.1: The Percentages of Students‟ Activity in Preliminary Research,
Cycle I and Cycle II ........................................................................... 64
Figure 4.2: The Percentages of Students‟ Motivation Score in Preliminary
Research, Cycle I and Cycle II .......................................................... 67
Figure 4.3: The Students‟ Score in Preliminary Research, Cycle I and Cycle
II ......................................................................................................... 71
xii
LIST OF PICTURES
Picture 4.1: Interview of Student .................................................................. 37
Picture 4.2: Students are filling the Pre-questionnaire ................................. 39
Picture 4.3: The Collaborator Observed the Students‟ Activity in the
Classroom ........................................................................................... 44
Picture 4.4: Students are discussing with the Group of Learning ................. 46
Picture 4.5: Students were conversation in front of Class ........................... 55
Picture 4.6: The Students‟ Activity in doing task ........................................ 58
Picture 4.7: Students are filling the questioner Cycle II .............................. 72
Picture 4.8: Researcher is interviewing Teachers ........................................ 73
Picture 4.9: Researcher is interviewing Students .......................................... 73
xiii
LIST OF APPENDICES
Appendix 1: Lesson Plan ............................................................................... 78
Appendix 2: Kisi-Kisi Intrument Pengukuran Motivasi Belajar Bahasa Inggris
Sebelum Uji Validitas .................................................................. 101
Appendix 3: Angket Motivasi Siswa Terhadap Pelajaran Bahasa Inggris dengan
Menggunakan Video ................................................................... 103
Appendix 4: Kisi-Kisi Instrument Pengukuran Motivasi Belajar Bahasa Inggris
Setelah Uji Validitas .................................................................... 107
Appendix 5: Angket Motivasi Siswa Terhadap Pelajaran Bahasa Inggris dengan
Menggunakan Video ................................................................... 109
Appendix 6: Kisi-Kisi Soal Cycle I Sebelum Uji Validitas ............................ 112
Appendix 7: Test I .......................................................................................... 114
Appendix 8: Kisi-Kisi Soal Cycle II Sebelum Uji Validitas .......................... 117
Appendix 9: Test II ......................................................................................... 119
Appendix 10: Kisi-Kisi Soal Cycle I Setelah Uji Validitas ............................. 121
Appendix 11: PostTest I .................................................................................. 124
Appendix 12: Kisi-Kisi Soal Cycle II Setelah Uji Validitas ........................... 126
Appendix 13: PostTest II ................................................................................ 129
Appendix 14: The Result Pre-Interview of Teacher ....................................... 130
Appendix 15: The Result Pre-Interview of Students ...................................... 132
Appendix 16: The Result Interview of Teacher after CAR ............................. 134
Appendix 17: The Result Interview of Students after CAR ............................ 136
Appendix 18: Observasi Student Form ........................................................... 137
Appendix 19: Observasi Teacher Form .......................................................... 139
Appendix 20: Validity test of Questionnaire .................................................. 141
xiv
Appendix 21: Validity test of Post test I ......................................................... 142
Appendix 22: Validity test of Post test II ......................................................... 143
Appendix 23: Langkah-langkah Perhitungan Uji Validasi Questionnaire and
Test ............................................................................................ 144
Appendix 24: Table r ...................................................................................... 145
Appendix 25: Reliability test of Questionnaire ............................................... 146
Appendix 26: Reliability test of Post Test I .................................................... 147
Appendix 27: Reliability test of Post Test II ................................................... 148
Appendix 28: Langkah-langkah Perhitungan Uji Reliabilitas Questionnaire and
Test ............................................................................................. 149
Appendix 29: Kode Siswa ............................................................................... 150
Appendix 30: Perhitungan Skor Angket Motivasi Belajar Siswa .................... 151
Appendix 31: Perhitungan Skor Test Belajar Siswa ....................................... 152
Appendix 32: Profile of School ....................................................................... 153
1
CHAPTER I
INTRODUCTION
A. Background of Study
English is a tool to communicate among people in the world. As a tool
of communication, the language has a very important role in the life to express
feelings, ideas or opinion, between speakers and hearers, or writers and
readers. To be good speakers, hearers, writers and readers, we have to learn the
language formally and informally. The language can be formally studied in an
institution such as in school and we can learn it informally such as in houses,
boarding rooms, in English study club, etc.
The students‟ ability to develop depends on how the teacher attracts
their attentions and interest by creating new situation in classroom that can
encourage the students‟ motivation. So that English teachers are required to
help the students to overcome the learning English problems. For this reason,
the teacher should use suitable methods, teaching aids or techniques in order to
make teaching-learning process become more interesting and creates a good
atmosphere for the students to enjoy learning English.
2
Jeremy harmer said that “…it seems reasonable to suggest that the
motivation which students bring to class is the biggest single factor affecting
their success.”1
From the definition above, we know that motivation in the classroom
affects both learning and behavior of the students who are motivated to learn
more.
The students with higher motivation to learn English will show effort
to learn more than students with lower motivation.
By generating motivation and interest in learning English, English
video can create a climate for successful learning. Because video can give the
idea that language learning is a happy experience, and video creates an
attractive, enjoyable in learning English. And also video represents a positive
exploitation of technology.
Jack Lonergan said: “Video is another useful aid for the language
teacher.”2
By using English videos, the teacher can give information to the
students clearly, moreover, the students can get and understand the information
easily because the teacher display what lesson is being discussed and they can
see what the teacher means directly.
From the results of preliminary observations on class VIII.10 at SMP
PGRI 1 Ciputat, writer obtained information and data that most students are
less motivated in learning English. The students look lazy and less enthusiastic
in participating in the learning process. This is a problem that encourages
writers to do research.
1 Jeremy Harmer, The practice of English Language Teaching New Edition, (London:
Longman, 1991) p.3 2 Jack Lonergan, Video in Language Teaching, (Cambridge: Cambridge University Press,
1984). P.5
3
Pre research begins with observation in the classroom for one week in
two meetings with each meeting two hours of lessons. Results of pre-study are
as follows:
1. No students‟ preparation. It is shown; many students go out when the
teacher enters the classroom to borrow English books in library or his/her
friends in another class.
2. When the teacher started the lesson, students seemed very noisy and
talkative with their friends and students did not pay attention to the teacher
who has stayed in class, they looked not interested in learning English.
3. Learning process in the classroom was Passive. This is shown; when
teacher made question on whiteboard, the students did not directly answer
when asked by the teacher, only a few students who want to write their
own answers the question on the whiteboard without asking first, students
did not want to ask about the subject matter was not yet understood.
4. Students were less enthusiastic during the study. This is characterized by a
lack of students who dared to answer the question to the front of the class
and most students do not understand the material given by the teacher.
In addition, the identification results above that there are some
indicators that show some students‟ difficulty in learning. Learning difficulties
can be seen from the student's personality. From the symptoms of learning
difficulties, is one of them, students‟ motivation,
The writer will use the English Videos to motivate the students to
comprehend the learning English easier. English Videos can provide the most
useful and most interesting lesson. It has natural, funny, dramatic, engaging
dialogue, and giving students excellent in practice both listening and
speaking. This combination of moving picture and sound can present
language more comprehensively then any other teaching medium and more
realistically too.
4
According Susan Stempleksi stated:
The American psychologist, Robert Merabian, has estimated that as
much as 80 percent of our communication is non-verbal. Our gesture,
expression, posture, dress and surroundings are as eloquent as what
we actually say. Video allows us to see this action and to freeze any
moment to study the non-verbal communication in detail. Recipes like
„body language‟ and „in the mood‟ offer suggestion for exploiting this
unique contribution of video to language learning.3
Tomalin. 1992. “Teaching Young Children with video” in S.
Stempleski book said;
Video offers a number of other special advantages in teaching:
- First, it is visual and highly motivating.
- Second, video offers shows the language in use.
- Third, video offers the child an opportunity to absorb the
culture of the target language community by seeing the daily
life, dress, and costumes that lie behind the language
transactions presented.4
Based on the assumption that have been explained above, it is
extremely important to emphasize that using English videos is one of ways to
improving students‟ motivation especially in learning English.
In this case, the writer is interested in improving students‟ motivation
by using English videos in learning English at the second grade of SMP PGRI
1 Ciputat, Kota Tangerang Selatan.
B. Limitation and Formulation of the Problem
To avoid the research becomes wider; this research is limited to the
discussion on the improving students‟ motivation of the second grade students
at SMP PGRI 1 Ciputat, Kota Tangerang Selatan in learning English by using
English Videos.
3 Susan Stempleski and Barry Tomalin, Video in Action: recipes for using video in
language teaching, (London: Prentice Hall International (UK) Ltd, 1990), p.4 4 Susan Stempleksi and Paul Arcario, Video in Second language Teaching: Using,
Selecting, and Producing Video for the Classroom, (Alexandria: TESOL, Inc, 1992), p. 48
5
To clarify the study, the writer has formulated the problem;
- Can English videos improve the students‟ motivation in learning
English?
- How can English videos improve the students‟ motivation in
learning English?
C. Objective of the Study
The objective of the study is to describe the English video can
improve the students‟ motivation in learning English or not and to describe the
process of English video can improve the students‟ motivation in learning
English.
D. The Method of the Study
The method used in this study is classroom action research (CAR).
The CAR procedure used in this research is Stephen Kemmis‟ and Taggart
design. The writer uses two cycles and every cycle has 4 steps as follow:
Planning, Acting, Observing, and Reflecting. In this research, the researcher
has a role as a planner of research activity and a research conductor. The
researcher makes a planning of the activity, doing the activity, observing,
collecting and analyzing the data, and reporting the research finding. And also,
the researcher will be helped by the English teacher of SMP PGRI 1 Ciputat as
the observer in the classroom.
E. Significance of the Study.
1. For the writer; the result of the study is expected to give a
description about the improving students‟ motivation in learning
English by using English video.
6
2. For the English teacher; this research will help the teacher to
present the easier teaching aids as well as interesting way.
3. For students; to improve students‟ motivation in learning English
by using English video and students be more active in teaching-
learning process
7
CHAPTER II
THEORETICAL FRAMEWORK
A. Motivation
1. The Understanding of Motivation
Motivation has a significant role in teaching learning process. The
students who have a high motivation will get a better opportunity to succeed in
their learning activities. And one of the major objectives of education is to
build a strong and persistent motivation to learn. “… it seems reasonable to
suggest that the motivation that student bring to class is the biggest single
factor effecting their success.”5
Various definition of motivation has been given by many
psychologists because motivation is one of the personal factors. Because of its
importance writer have to comprehend about motivation. In order to know and
understand what motivation of the behavior is done.
Harmer states, “Motivation is some kind of internal drive that
encourages somebody to pursue a course action.”6
Lindsley as quoted by William C. Morse said, “Motivation is a
combination of force which initiate direct and sustain behavior toward a goal.”7
H. Douglas Brown said, “Motivation is commonly thought of as an
inner drive, impulse, emotion, or desire that moves one to particular action.”8
5 Jeremy Harmer, The Practice of English language Teaching New Edition, (London,
Longman, 1991), p. 3 6Jeremy Harmer, The Practice of English language Teaching New Edition, (London,
Longman, 1991), p.3 7 William C. Morse, Psychology and Teaching, (Michigan:Scott, Foresman, and
Company, 1978), p. 355 8 H. Douglas Brown, Principles of Language Learning And Teaching fourth edition,
(New Jersey: Prentice-Hall, Inc, 1980).p112
8
Richard I Arends said, “Motivation, like classroom climate, is an
abstract concept that is not easy to define. It is internal to the person and thus
cannot be observed.”9
Penny Ur says that “is easy to comprehend the motivated learner than
motivation itself. The motivated learner, who is wiling or even eager to invest
effort in learning activities, make teaching and learning process more pleasant
and easier. There are seven characteristics of motivated learner:
a. Positive task orientation. The learner is willing to tackle tasks and
challenges, and has confidence in his or her success.
b. Ego involvement. The learner finds it important to succeed in
learning in order to maintain and promote his or her own (positive)
self-image.
c. Need for achievement. The learner has a need to achieve, to
overcome difficulties and succeed in what he or she sets out to do.
d. High aspirations. The learner is ambitious, goes for demanding
challenges, high proficiency, top grades.
e. Goal orientation. The learner is very aware of the goals of learning,
or of specific learning activities, and directs his or her efforts
towards achieving them.
f. Perseverance. The learner consistently invests a high level of effort
in learning, and it is not discouraged by setbacks or apparent lack
of progress.
g. Tolerance of ambiguity. The learner is not disturbed or frustrated
by situations involving a temporary lack of understanding or
confusion; he or she can live with these patiently, in the confidence
that understanding will come later. 10
9 Richard I Arends, at. Al., Learning to Teach, (Singapore: McGraw Hill Book Company,
1989), p. 161 10 Penny Ur, a Course in Language Teaching: Practice And Theory (London: Cambridge
Univerity Press, 1996), p. 275
9
From the definition above, it can be concluded that motivation is
general terms that refer to drive behavior to a goal, a need or incentive which
pushes someone to do thing in order to achieve something and which directs
the individual‟s activities.
2. The Kinds of Motivation
Motivation in learning English can be divided into two kinds, namely
intrinsic motivation and extrinsic motivation
a. Intrinsic Motivation
Jeremy Harmer said, ”Intrinsic motivation comes from within the
individual.”11
Alving W. Horward said, ”intrinsic in which the learning itself is
valuable enough to bring about pupil action.”12
Intrinsic motivation includes
Desire, Interest, Need, Goal13
1) Desire
Desire will be motivated to learn if he or she a desire to learn, but if he
or she doesn‟t have in him or her self, she or he will be lazy to learn. They will
be encouraged to shown their intrinsic motivation. Jeremy Harmer said, “Thus
a person might be motivated by enjoyment of the learning process itself or by
a desire to make themselves feel better.”14
11
Jeremy Harmer, The Practice of English language Teaching third edition, (London,
Longman, 2001), p.51 12
Alving W. Howard, Teaching in Middle School,(Scranton: International Text
Company,1968), p.25 13
Richard M. Steers and Lyman W. Porter, Motivation and Work Behavior fourth edition,
(Singapore: McGraw Hill Internasional Book Company, 1994), p. 20 14
Jeremy Harmer, The practice of English Language Teaching, (London: Longman,
1991), p. 51
10
2) Interest
Interest is the second factor which determines an attitude in working
or studying actively. Learning process will run well, if the students have an
interest.
The students will study regularly of effectively and they will succeed
if they have a high interest. David R. Stone and Elvin C Nielson said, “on
personal is a positive interest that will increase the chances for success.”15
Elizabeth B. Hurlock said that: “Interest are source of motivation
which drive people to do what they want to do when they are free to
choose.”16
In teaching learning process, a teacher should not only transfer
knowledge to the students but they should also increase their interest in
learning in order that they want to learn harder and have motivation to learn.
3) Need
The term „need is defined as “circumstances in which something is
lacking or necessary or which require something to be done”17
Everyone has
needs either physical or spiritual needs, such as clothing, home, food, health,
etc. for his or her life. And every person has a need to succeed and a need to
develop a positive self-concept.
H. Douglas Brown said,” The “need” concept of motivation in some
ways belongs to all three schools or thought: the fulfillment of need is
15
David R. Stone and Elwin C. Nielson., Educational Psychology, (New York: Harper
and Row Publishers, 1982),. P.165 16
Elizabeth B. Hurlock, Child Development, Sixth Edition, (New York: McGraw Hill
Book Company, 1978), p. 420 17
As. Hornby, Oxford Advance Learner Dictionary of Current English fifth edition,
(Oxford: Oxford University Press, 1995). P. 777
11
rewarding, requires choices, and in many cases must be interpreted in a social
context.” 18
“A need was defined as an internal state of disequilibrium which
causes individuals to pursue certain of action in an effort to regain internal
equilibrium.”19
Murray as quoted by Richard M. Steer, states that manifest need
theory, focusing on three, namely:
a) The need for achievement
The need for achievement as behavior directed toward
competition with a standard of excellence.
b) The need for a affiliation
The need for affiliation is defined as a desire to establish
and maintain friendly and warn relations with other individuals.
c) The need for power
This need is defined as the need to control other, to
influence their behavior and to be responsible for them.20
From the definitions above, we can get a conclusion that need is a
tendency which have stock in an individual generating motivation and
generate deportment to reach target. This requirement arises by existence of
change (internal drive) in organism generating energy constituting
deportment toward target. Become need is requirement generate motivation at
someone behavior.
18
H. Douglas Brown, Principles of Language Learning And Teaching fourth edition,
(New Jersey: longman, 1993), p. 161 19
Richard M. Steers and Lyman W. Porter, Motivation and Work Behavior fourth edition,
(Singapore: McGraw Hill Internasional Book Company, 1994), p. 21 20
Richard M. Steers and Lyman W. Porter, Motivation and Work Behavior ………, p. 59
12
4) Goal
Almost all people have aims or goals in all activities that they want to
do in their daily life. Goal can lead someone to do or to avoid something
related to the goal itself.
In teaching process, the goal should be understood by the students,
because it will be an important motivation for them. If they know the
appropriate goal they have to prepare everything that can help them to achieve
their goal.
By knowing a certain goal, the students who have a high motivation
will go to the library to borrow some books in order to get more references,
because they think that the resource they get from their school are not enough.
b. Extrinsic Motivation
In a case, many experts have defined extrinsic motivation differently,
but generally those definitions have the same meanings and purpose. Jeremy
Harmer said “Extrinsic motivation is caused by any number of outside
factors.”21
Extrinsic motivation is important in teaching learning process, to
improve or to support their students in learning English. There are some
factors, which can increase extrinsic motivation in teaching learning process
as follow:
1) Teacher
Teacher is not only a person who transfers knowledge to the students,
but also as a motivator who can motivate or support the students in learning
activity. Teacher has a responsibility in order to make learning process
successfully. Therefore, teacher has an obligation to arise motivation of their
pupils so they will learn hard.
21
Jeremy Harmer, The practice of English Language Teaching third edition, (London:
Longman, 2001), p.51
13
Ira J. Gordon, “Teacher is directly and intimately involved in all
guidance activities. He plays a role in the total program, although there are
definite responsibilities which are relegated to specialist. This holds true at all
level of education from kindergarten through college.”22
Most guidance work must be done in the classroom, by teacher who
processes the guidance viewpoint and incorporate it in their teaching and
other relationship with students.
Teacher should know that what they do has an influence to the
students‟ learning process and their behavior. In fact, teaching by teaching is
an attempt to influence the behavior and learning of students.
When teacher are supercritical and down grade children ability, they
are not likely to be eager to learn. When teachers offer praise and
encouragement, on the other hand the students are more likely to be
motivated.
2) Environment
A student who has a high interest and is taught by a qualified teacher
is not always guarantee to study or succeed well, but there is still other factor
which can motivate him or her in order to study hard, that is environment.
In education, environment has the effect toward students‟ growth,
therefore any educator give the attention toward the principles of environment
as one of the important principles in educational world. The environment
which can influence the student can be divide into:
22
Ira J. Gordon, The Teacher as A Guidence Worker, (New York: Harper and Row
Publisher, 1956), p. 6
14
a) Home environment, especially parent.
Home environment, especially parents have an important
influence for the students‟ motivation.
Richard I Arend said, “on achievement motivations found strong
relationships between the child-rearing practices of parent and
child‟s achievement motivations. Parents who encourage their
children to try new things and who reward them for high
perform; establish in their children a need to achieve and a
willingness to take risks. On the other hand parent who overly
protect their children and punish them for failure tend to raise
children with low motivation.”23
b) Classroom
Classroom climate is the atmosphere of the classroom.”
Classroom climate is defined as the type of environment that is
created for students‟ by the school, teachers and peers.”24
The Schmuck as quoted by Richard I Arends, defines a positive
climate in the classroom processes to support the students‟
motivation in learning. The Schmuck said, “Classroom climate
is an important concept. A positive climate is one in which the
students‟ expect one another to do their intellectual best and to
support one another; where the students share high amounts of
potential influence both with one another and with the teacher;
where norm are supportive for getting academic work done, as
well as for maximizing individual difference; where
communication is open and featured by dialogue; and where the
processes of working and developing together as a group are
considered relevant in themselves for study.25
Classroom are social system, and such as they influence both
student and teacher behavior. Students‟ motivation and learning are
influenced by the types of process and structure created in particular
classroom.
23
Richard I Arends, at. Al., Learning to Teach, (Singapore: McGraw Hill Book
Company, 1989), p. 162 24
www.yahoo/searching/definition.com (19 February 2011) 25
Richard I Arends, at. Al., Learning …....... p. 164
15
Biggs said that, “The rule and facilities in the classroom as a
balanced system of some kind to make a workable management
environment. Once that is established, the same system properties can
be used to create a balanced learning/teaching environment.”26
The teacher must pay attention to handling of physical
conditions of classroom. They must be aware of problems of
ventilation, lighting, glare, and hearing, even such little things as
lowering and raising window shades, and maintaining room neatness.
B. Videos
1. The Understanding of English Video
English video can be categorized to the authentic video. Video is
visible part of television transmission, ”they could still receive the sound but
the picture was gone”.
Video is a recording of both the visual and audible components
(especially one containing a recording of a movie or television program).
Video is a form of multimedia that conveys information through two
simultaneous sensory channels: aural and visual.”27
Video is the technology of electronically capturing, recording,
processing, storing, transmitting, and reconstructing a sequence of still
images representing scenes in motion.
26
John Biggs and David Watkins, Classroom Learning, (Singapore: Prentice Hall and
Pearson Education Asia Pte Ltd, 1995), p. 275 27
Emily Cruse, M.Ed, Using Educational Video in the Classroom: Theory, Research and
Practice,http://www.libraryvideo.com/articles/article26.asp?mscssid=MX6KW7U4P5QL8MCSM
VVP0AJWXHVA0EMC (19 February 2011)
16
2. The types of videos
Authentic video used in language teaching can be taken from a wide
variety of source. Jack Lonergan categorizes the sources of video film
broadly as follows:
a. Video recording of language teaching broadcasts and films:
In this kind of video, the language may be graded that are
presentation of new vocabulary items, structures, or speech
components will be controlled
b. Video recordings of domestic television broadcast, such as comedy
program and news program:
This video can be used in the classroom to bring to language
learning the same benefits as the use of realia because they are
real, meaningful, and have a relevance to the students‟ needs of
language learning.
c. Video recording of specialist films or television program such as
documentaries produced by industry, or educational program:
Many industries and companies produce films to inform general
public and specialist about aspects of their work. These films can
be use in education that is usually available on video cassette.
d. Video language-teaching materials made for the classroom rather
than for public transmission as broadcast:
This video has the advantages that medium television brings, as
well as being designed specially for the purpose of educational
use.
e. Self-made video films, involving the teachers and learners:
17
Working with video camera can be very exiting both for students
and teacher. The film can be used to analyze the use of language,
gesture and reaction. 28
3. The Advantages and Disadvantages of (Using) English Videos
a. Advantages of Using English Videos
English video are widely used in schools. This is because of their
power in bringing in specialized presenters and educational experiences to
supplement classroom work. Video are especially useful for developing and
enriching knowledge, skills and attitudes at all levels of schooling and in most
curriculum areas.
Tomalin. (1992). “Teaching Young Children with video” in S.
Stempleski book said;
The benefits of using video with children:
- Children enjoy language learning with video.
- Video communicates meaning better than other media.
- Video is an effective way to study body language.
- Children gain confidence through repetition and imitation.
- Video leads to an awareness of the culture of English-
speaking countries.
- Video represents a positive exploitation of technology.
- Video serves as a takeoff point for varied activities.29
b. Disadvantages of Using English Video
Despite there are many advantages of using English Video movies in
teaching-learning process, there are still more disadvantages of using English
videos if it is not used well, there are:
The preparations of an authentic video (English Videos) are often a
laborious process.
28
Jack Lonergan, Video in Language Teaching, (Cambridge: Cambridge University
Press, 1984). P.4 29
Susan Stempleksi and Paul Arcario, Video in Second language Teaching: Using,
Selecting, and Producing Video for the Classroom, (Alexandria: TESOL, Inc, 1992), p. 49
18
Watching a motion picture for that long period can make students
tired.
It is difficult to revive interest in a second session of activity.
The types of English videos may not interest for all the students of
the class
Some students become frustrated when teachers constantly stop
and start the video.
Not all schools of the same level possess such sophisticated
equipment.
From the side of the teacher using such media requires extensive
teachers‟ preparation. It will be difficult to find the time needed for film/video
selection and lesson planning.30
It is clear that in the teaching of English through Films/Video should
be followed by good introduction since giving no guidance and explanation
can be useless, Tikton claims that using films/video in teaching of English
takes teachers‟ time.31
C. The Guidelines of Using English video in learning English
1. Selecting Material
The first step of using English videos in learning English to Improving
student‟s motivation is selecting the material, choosing the appropriate
feature video. It is important to choose the scenes that balance dialog with
degree of visual support, appropriate speech delivery, clear picture and sound
and standard accent.
30
Frederica L Stoller, “Film and Videotape in the Content-Based ESL/EFL Classroom”,
(English Teaching Forum, Vol.28 no.4, 1990),p.14 31
Sydney G Tickton, To Improve Learning: An Evaluation of Instructional Technology.
(New York: R.R Bowker Company, 1970), p. 218
19
Tomalin. 1992. “Teaching Young Children with video” in S.
Stempleski book said;
Two features dominate the criteria for selecting video materials for
children: wacthability and completeness. First, although other
educational materials are evaluated in terms of their pedagogical value
alone, television and video programs need to be assessed from the
standpoint of their entertainment value as well. If video does not
motivate, it will not be successful. Second, the video extract must
make sense. It must be complete in self. Among teacher using video
with university-level and adult students, there is a trend toward
developing “information gap” activities in which the video content is
fragmented by manipulation of output, by suppressing sound, vision,
or color, for example. Such activities can be used to stimulate
language production at a later stage in the lesson, but children want to
be able to see and understand what going on first. Another key point
in selecting video for children is to be sure that material do not run
ahead of children‟s level of maturity or language mastery in their
native language.32
Jane Shereman said, “ selecting material, adopt a magpie approach:
look for anything that‟s interesting, attractive to the eye and linguistically
easy on the ear, or full of things that people say, do or handle in normal
life‟”33
2. The Approaches of Using English Videos in Learning English
Selecting approach depend on the teaching objectives and target of
teaching. According to Jane King in her article, Using DVD Feature Film in
the EFL Classroom, there are two approaches namely short sequence
approach and whole film approach.34
32
Susan Stempleksi and Paul Arcario, Video in Second language Teaching: Using,
Selecting, and Producing Video for the Classroom, (Alexandria: TESOL, Inc, 1992), p. 49-50 33
Jane Sherman, Using Authentic Video in the Language Classroom, (Cambridge:
Cambridge University Press, 2003), p. 5 34
Jane King, Using DVD Feature film in the EFL Classroom,
http://eltnewsletter.com/art882002.htm (25 Oktober 2010)
20
a. Short Sequence Approach
Presenting the entire feature of film has the problem of length for less
advance learners. Short sequence approach is present scene-by-scene or a
single-scene from different parts of the film.
Short sequence approach can be used for theme-based discussion. A
theme-based discussion makes students to explore relevant issue that can
develop critical thinking.
b. Whole Film Approach
If in the sequence approach present by scene per scene, the whole film
approach presents all of the entire movie features and studied as a whole.
Showing a whole of movie enhances students‟ motivation. Students
will get their confidence when they realize that understanding a movie is not
as difficult as they had originally imagined.
3. The Techniques in Learning English using English Videos
Using video as a stimulus for classroom communication usually
involves students‟ motivation and interaction in pairs or groups. And because
the video technology offers several advantages of stop/start, rewind/replay,
sound on/off, and freeze frame controls, so the teacher can present different
section of video once or several times in different ways.
There are numbers of some techniques and activities in learning
English by using English Videos. Here are the following activities in using
English Videos:
a. Freeze Frame Technique
Watch and pause the movie being played when it gets very interesting,
then the teacher as the students a number of questions about what happen next
according to their ideas.
21
b. Fast Forward
This technique is by pressing the „play‟ button and then press
forwards button the video a few seconds. So some of sequence of video
movie are pass and great speed. When it is stopped, the teacher can ask
students what the extract was all abut and whether they can guess what the
characters are probably saying.35
c. Show only the Picture or “Silent Viewing”
This presentation technique involves playing the movie at the normal
speed with the sound turned down/without the sound and then asks students
to guess what is happening and what the characters are probably saying about.
After viewing, students work in small groups and discuss the question and
give the reason. When they have done, the teacher plays the video with sound
so they can cheek if they guess correctly or not.
d. Modeling
Students are doing or acting out an example of the video in front of
class. Before acting out the dialogue, students have to study the program or
dialogue that wants to imitate.36
e. Play Only at the Beginning or at the End
In this techniques the teacher shows only the beginning of a sequence
and asks the students to predict what they will see and hear later of the
story.37
In playing only at the end of the sequence, students have to discuss
what they have heard and seen on the video and suggest a probable scenario
for what happened before and explain it in front of the class.
35
Jeremy Harmer, The practice of English Language Teaching third edition, (London:
Longman, 2001), p.286 36
Jane Sherman, Using Authentic Video in the Language Classroom, (Cambridge:
Cambridge University Press, 2003), p. 3 37
Susan Stempleksi and Paul Arcario, Video in Second language Teaching: Using,
Selecting, and Producing Video for the Classroom, (Alexandria: TESOL, Inc, 1992), p. 19
22
CHAPTER III
RESEARCH METHODOLOGY
A. The Subject of research
The subject of this research is the students at second grade of class VIII.10
PGRI 1 junior high school, Ciputat, South Tangerang Academic year 2010-2011.
There are 42 students in the classroom.
B. Place and Time
The research was conducted at PGRI 1 Junior High School of class
VIII.10. The research started on May for three weeks from 2nd
May - 21st
May
2011.
C. Research Design
The research method which is used is classroom action research.
Classroom Action Research (CAR) is a type of classroom research carried out by
the teacher in order to solve problems or to find answers toward context-specific
issues.38
This research focuses on improving student‟s motivation in learning
English by using English videos. The CAR procedure used in this research is
Stephen Kemmis‟ and Taggart design. In this research, design of classroom action
research will be used is described as follow:
38
Michael J. Wallace, Action Research for Language Teachers, (Cambridge: Cambridge
University Press, 2006), p. 5
23
Figure 3.1
(Adopted from Wijaya Kusuma and Dedi Dwitagama, 2009)39
39
Wijaya Kusuma dan Dedi Dwitagama. Mengenal Penelitian Tindakan Kelas (Jakarta:
Indeks, 2009), p.21
24
Based on design above, the writer describes his research design below:
Figure 3.2
Design of Research Cycle
Introduction:
1. Observing the school
2. Interviewing the English teacher
3. Giving the questionnaire to the students
4. Deciding the subject of research
Reflecting I:
1. Evaluating teaching and learning
process
2. Analyzing data
3. Discussing with English teacher
Observing I:
1. Observing the student activity in
the class
2. Giving test
3. Giving questionnaire
Planning I:
1. Making lesson planning
2. Preparing observation form,
interview instruments,
questioner and test.
Acting I:
1. Learning English by using English Videos
with material about Present Perfect Tense.
2. The English teacher observed the teaching
learning process in the back of the class.
3.
Reflecting II:
1. Evaluating teaching and learning
process
2. Analyzing data
3. Discussing with English teacher
Planning II:
1. Identifying the problem in
cycle I
2. Making lesson planning
3. Preparing observation form and
interview instruments,
questioner and test.
Observing II:
1. Observing the student activity in
the class
2. Giving test
3. Giving questionnaire
Acting II:
1. Learning English by using English videos with
material about Showing possession, making
suggestion and past continues tense.
2. The English teacher observed the teaching
learning process in the back of the class.
3.
Evaluating all cycles
25
Based on the design above, the researcher uses two cycles and every cycle
has 4 steps as follow:
1. Planning
The researcher plan some actions based on the research goal. The
researcher prepares learning scenario and the instrument for research, such as
questionnaire about students‟ motivation, test, observation form and interview
form.
2. Acting
Acting is the implementation of the planning. In this step, the researcher
does the action in the class. He must follow the planning that is made before. In
this stage, the writer works collaboratively with the English teacher of class
VIII.10.
3. Observing
In this phase, the researcher observes the activity that happened during the
research. The observation is done when the action is being done. The researcher
also observes the multiple sources of data (quantitative and qualitative). Next, the
data are analyzed and interpreted.
4. Reflecting
In this step, the results of observation are collected and analyzed by the
researcher and the collaborator, in order to can be known whether the activity in
the classroom is appropriate to the goal planning or not. That result of analyses
will be used as source to plan the next action.
Based on the analyses, so it can be decided whether the next cycle need to
be continued or not. Meanwhile the research will be stopped if require these
criterions:
1. The result of observation has shown that the learning process is
appropriate to the planning which is decided.
2. The result of measuring motivation by using questionnaires in the end of
the cycle has shown score average > 124,7, means the motivation was
high according to the calculation of the first score student's motivation
26
3. The result of Test, if there are 75% of the students who pass the KKM
scores in the end of the cycle. The KKM of SMP PGRI 1 Ciputat is 69. So,
when there are 75% of students get score 69 from the test, the next action
would be stopped, because this research was successes.
D. The Role and Position of the Researcher
In this research, the researcher has a role as a planner of the research
activity and a research conductor. The researcher makes a planning of the activity,
doing the activity, observing, collecting and analyzing the data, and reporting the
research finding.
In this research, the researcher collaborates with the English teacher of
SMP PGRI 1 as the observer in the classroom.
The description of the cycles in this research described in the table below:
Table 3. 1
The Description of the Cycles
cycles
Pre-
liminary
Cycle I Cycle II
Meet-
ing
Pre-
meeting Meeting 1 Meeting 2 Meeting 3 Meeting 4 Meeting 5 Meeting 6
date 29-04-
2011
03/5/
2011 4/5/ 2011 6/5/ 2011 10/5/ 2011 11/5/2011 13/5/2011
skill
Listening
Speaking
writing
Listening
Speaking
writing
Listening
Speaking
writing
Listening
Speaking
writing
Listening
Speaking
writing
Listening
Speaking
writing
topic
Present
Perfect
Tenses
Present
Perfect
Tense:
Present
Perfect
Tense:
Showing
Possessions
Making
Suggestion
Past
Continues
Tense
27
E. Action Research
This research is begun with the introduction and continued to the 1st cycle.
After analyzing and reflecting in the 1st cycle, the research will be continued to the
2nd
cycle and so on. The description of classroom action research described as
follow:
Planning
After identifying the students‟ problem in learning English through
observing and interviewing, the writer prepares the whole aspects related to CAR
such as structured observation sheet, questionnaire and interview Instrument, the
field notes, and the evaluation test including pre-test, post-test 1, and post-test 2.
Besides, the writer also prepares the lesson plan based on the current used
syllabus to be implemented in VIII grade of SMP PGRI 1 Ciputat. It includes the
teaching material, teaching procedures, media, and evaluation.
Acting
In this phase, both the writer and the teacher carry out the planned action
collaboratively. The writer becomes a teacher, while the teacher as an observer.
As a teacher, the writer carries out the activity according to the lesson plan has
been made concerning to improve students‟ motivation in learning English by
using English videos. Furthermore, by considering the English teacher‟s academic
agenda, the teacher and the writer agree to take two weeks for the action phase
within two cycles. Each cycle consists of three meeting in action. At the final
action, the writer gives a posttest to the students and also questioner.
Observing
Actually, observing and acting phase takes place in the same time.
During the writer conducts the activity in the classroom, the teacher as an
observer, observes and records all of activities using the field note and structured
observation form. It may be about the teacher‟s performance, the students‟
activity, the students‟ participation, the students‟ attention, the students‟ response,
28
and the class situation. In addition, the observer also collects the data from the
questioner and post-test given to the students.
Reflecting
This phase is intended to assess the overall actions based on the data that
have been collected, and then it needs to do the evaluation for completing the next
cycle. It means that after conducting the action phase, the writer and the teacher
collaboratively discuss about some problems occurred in the class. Besides, they
also analyze the observation data and the students‟ motivation score based on the
criteria of success and score of pre-test and post-test based on KKM. If the first
cycle is unsuccessful, the writer will make the next cycle concerning re-planning,
re-acting, and re-observing to solve unfinished or new students‟ problems found.
F. Kind and Resource of the Data
1. Data resource
The data resources of this study are students, teachers, and school
documents.
2. Kind of the data
There are qualitative and quantitative data used in this study. Qualitative
data are interview result, observation result, and documentations. Quantitative
data are the result of students‟ test, the result of questionnaire.
G. Instrument in Data Collecting
1. Observation form
Observation form, which is used to know the class situation during the
teaching learning process concerning the students‟ participation which includes
interesting in learning English, preparing media and source for learning, paying
attention to the teacher, answering the teacher‟ question, responding the teachers‟
question with enthusiasm, and doing the task well. Besides, the writer also made
29
field notes for the teacher to make note other important activities which is not
included in the observation form.
2. Interview instrument for students and teacher
In interview for the teacher, the researcher interviewed the English teacher
of Class VIII.10 twice. In the first, the writer had interview with the English
teacher before the Classroom Action Research done. The goal was to know the
situation during teaching learning activities, the teacher‟s technique, method and
media in teaching English, and also to know the students‟ motivation, ability, and
skills in English. The last interview was done after the researcher finished the
Classroom Action Research processes. Interview for the students is done at first to
know the situation of class and learning activities and the end of cycle to know the
students‟ respond to the research activity in the classroom.
3. Questionnaire of students‟ motivation
Questionnaire was given to the students in the first of this research, and at
the end in every cycle, to know the students‟ motivation in learning English.
Questionnaire consists 34 items. The 34 item includes; the seven characteristics of
motivated learned; positive task orientation, ego involvement, need for
achievement, high aspirations, goal orientation, perseverance, and tolerance of
ambiguity. For scoring each item has 1 until 5 point depends on criteria of scoring
motivation.
There are criteria of scoring motivation:
a. For the positive criteria: 1 = very disagree, 2 = disagree, 3 = doubtful,
4 = agree, and 5 = very agree.
b. For the negative criteria: 1 = very agree, 2 = agree, 3 = doubtful, 4 =
disagree and 5 = very disagree.
4. Test
The test was done to know the achievement of the students in learning
English before and after implementing the English videos. The test is divided into
30
three kinds, namely pre-test, post-test 1, and post-test 2. The pre-test, the
researcher was taken from the previous daily tests. The post-test1 the test consists
of 25 items concerning on present perfect tense. The 25 items above are divided
into three parts. The first part consists of 8 items for Multiple Choice (change the
verbs into Past Participle forms). The second consists of 5 items for Fill in
(Complete this sentences into positive, negative and interrogative forms). The last
part consists of 7 items for Essay (Arrange the word to make a good sentence) and
the post-test2 consists of 15 items concerning on showing possession, making
suggestion and past continuous tense. The 15 items are divided into two parts. The
first part consists of 6 items for Fill in (Put the verb into the correct past
progressive form). And the second parts consist of 9 items for multiple choices
(Choose the correct answer to fill in the blank sentences). The post-test is held on
every final action of each cycle. For scoring, every correct answer gets one point.
The total score for the test is got from the correct answer times 100 the divide the
total correct answer. So, the total score for the test is 100 if the student can answer
all the questions correctly. The lattice test could be seen in the appendix 10 and
appendix 11.
H. Technique of Data Collecting
Data is collected by interviewing the teacher and the subject of this study,
giving the test to the students in every cycle, giving questionnaire of motivation to
students, and observing the students in learning process.
The result in every observation will be discussed by the researcher with
the teacher when analyzing the data to prepare an action for the next cycle.
I. Technique of Data Analysis
There are two data in this research; they are qualitative and quantitative
data. The qualitative data get from observation form and interview, while
quantitative get from questioner and test.
For qualitative data, the writer analyzes the observations from that were
filled during the process of classroom action research in each meeting. For
31
interview‟s data, the writer also makes analysis between the teacher and students
interview before and after the Classroom action research was done.
In analyzing the quantitative data, especially test, the writer puts on the
average students‟ tests score per cycle, and the students who pass the KKM score.
It is used to know the students‟ improvement score as a whole in understanding of
material in learning English. In analyzing the data, the writer used the formula
below40
:
X : Mean
x : Individual score
n : Number of students
P : The class percentage
F : Total percentage score
N : Number of students
J. Technique of Trustworthiness
Throughout the process of data collection and analysis, the researcher
needs to make sure that findings and interpretations are accurate. The researcher
determines the accuracy or credibility of the findings through strategies below:
1. Triangulation is the process of corroborating evidence from different
individuals, types of data or methods of data collection in descriptions and
themes in the research.
2. Member checking is a process in which the researcher asks one or more
participants in the study to check the accuracy of the account. The
40
Sudjana, Nana, Metode Statistika, (Bandung: PT. Tarsito, 2002), p.67
32
researcher asks about many aspects of the study, such as whether the
description is complete and realistic, if the themes are accurate to include,
and if the interpretations are fair and representative.
In order to get valid data, the instrument to evaluate must be valid too.
Therefore, before being used in this study, the test and the questionnaire
instrument should be tested in order to know and measure the validity and
reliability of the instrument.
a. Validity
To know the validity of the questionnaire instrument and test the writer
use the formulation of Pearson’s product moment from as follow:41
rxy = Nxy – (x) (y)
Nx2 - (x)
2Ny
2 - (y)
2
rxy = instrument validity
N = number of respondent
x = score of the test item
y = total score
After validities test, in questioner, from 50 items of questioner there is 16
items not valid. They are items number 4, 6, 7, 9, 10, 12, 14, 15, 25, 27, 31, 35,
37, 38, 44, and 46. In test, the post-test1 from 40 items of test, there is 18 items
not valid. There are items number 1, 9, 11, 12, 15, 16, 17, 18, 21, 22, 25, 26, 30,
33, 34, 36, 38 and 40. And the post-test2 from 20 item of test, there is 5 items not
valid. There are items number 7, 8, 9, 14 and 17. It is not valid because have
rhitung ≤ r tabel. It could be seen in the appendix 21, 22 and 23.
41
Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan (Jakarta: PT Remaja
Rosdakarya, 2006), p. 72
33
b. Reliability
To know the reliability of the questionnaire instrument and the test the
writer use the formulation of alpha cronbach as follow:42
k 1- i2
r 11 = k- 1 2
r 11 = instrument reliability
k = the number of valid item
i2
= number of variant score in each item
2
= total of variant
The formulation of variant is:
2 = (
22 ..
N
xf
N
xf
2 = variant
x = number of data score
(x)2 = quadrate of number of data score
N = number of data
After doing the calculation of reliability, obtained the coefficient of
reliability from questioner is 0.82, post test 1 is 0.86 and post test 2 is 0.57. It
could be seen in the appendix 26, 27 and 28.
Rammers et.al. (1960) As quoted by Dr. Sumarna Surapranata in his
books, the coefficient of reliability 0.5 can be used for purposes of the research.
According to Rammers the standard tests for measuring the education, generally
has a coefficient of reliability at least 0.8 for the suitable population.43
42
Suharsimi Arikunto,……….. p. 97 43
Dr. Sumarna Surapranata, Analisis, Validitas, Reabilitas dan Interpretasi Hasil Tes
(Jakarta: PT. Remaja Rosdakarya, 2006) p. 114
34
K. Criterion of the Action Success
This criterion is used to decide whether this research is success or not. The
research will succeed if there are 75% of the students who pass the KKM scores
from the pre-test until the third Post-test in cycle II, the KKM of SMP PGRI 1 is
6944
. So, when there are 75% of students get score 69 from the test and 75% of
the students were in high motivation score. It means that this research is success,
because to know improvement of students‟ motivation in learning English, we
must to know the improvement the result of learning English before. Afterward,
the next action would be stopped, but if this condition has not been reached yet,
the alternative action would be done in the next cycle.
44
According Interviewing of Teachers and School Documents
35
CHAPTER IV
RESEARCH FINDING
In this part, the writer presents the data that have been collected. It is
divided into three parts, the data before implementing the Classroom Action
Research, the implementation of the action, and the discussion of the data after
Classroom Action Research.
A. Before Implementing the Action
There are three parts related to before implementing the action. Those are pre-
observation, pre-interview, and pre-questioner. The explanations as follow:
1. The Result of Pre Observation
The teacher suggested the writer to observe the process teaching
learning in English class. It was held on class VIII.10 at SMP PGRI 1 Ciputat,
there are 42 members of students. The pre observation was held on Friday, 29th
April, 2011 with one meeting two hours of lessons. It was started at 10.00 A.M
and finished at 11.20 A.M. Results of pre-study are as follows:
The writer found that some students were not in the classroom, when the
teacher enters the classroom. When the teacher would start the lesson, students
seemed very noisy and talkative with their friends and students did not
attention to the teacher which has stayed in class, they looked not interested in
learning English. Learning process in the classroom was passive. This is
shown; when teacher made question on whiteboard, the students did not pay
directly answer when asked by the teacher, only a few students who want to
wrote their own answers the question on the whiteboard without asked first,
students did not want to asked about the material was not yet understood.
Students were less enthusiastic in following the English lesson. This is
characterized by a lack of students who dared to wrote their own answers the
36
question to the front of the class and most students did not understand the
material given by the teacher, because the teacher didn‟t give them interesting
activity.
2. The Result of Pre Interview
a. Interview of Teacher
Based on the interview to the English teacher of VIII.10 of SMP PGRI
1 Ciputat, Mr. Even Apriyansyah conducted by the writer in 29th
April 2011, it
was started at 1.00 P.M and finished at 1.45 P.M. It is known that he found
some problems in teaching English. The students‟ motivation was very low.
Many students didn‟t give attention to the teacher. Because teachers only use
white board to teaching English and never gives any media or teaching aids.
So, it made the students feel not interested in learning English. And they also
didn‟t do their task before he said that he would give a punishment if they
didn‟t do their task.
From this interview, it is also known that the English teacher never
gives any teaching aids in teaching English except the whiteboard. So, it made
the students feel bored.
b. Interview of Student
Pre Interview was held on Friday, 29th
May 2011, started at 1.45 P.M
and finished at 2.30 P.M. Based on the interviews conducted by the writer to
the three students of VIII.10 of PGRI 1 Ciputat consist of 1 male and 2
female student. It was found that some students are not motivated to learn
English because they taught that learning English is very difficult and boring.
Never use any teaching aids in learning English except the white board and
books.
The students of VIII.10 of SMP PGRI 1 Ciputat have some problems
in learning English. Most of them didn‟t understand of the teacher
explanation. They cannot do their task well, so they sometimes give up when
they have difficulties in doing the task. They also often didn‟t pay attention to
the teacher because the classroom is very noisy.
37
From this interview, there are still many students having low
motivation in learning English because of the classroom condition, the
teacher‟s method and media in teaching English.
Picture 4.1
Interview of Student
3. The Result of Pre Questioner
The pre questioner had been done before the Classroom Action
Research. It was conducted on Friday, 29th
April 2011. It started at 10.40 A.M
and finished at 11.20 A.M. There were 34 questions multiple-choice,
Before the students carried out the questioner, the writer had done the
trustworthiness of the test using validity and reliability, from 50 questions; 34
questions valid and 16 questions invalid. It could be seen in the appendix.
Then give students questionnaire. This activity aims to measure the
first score of students‟ motivation in learning English that will be compared
with students' motivation scores at the end of each cycle. The result of pre
questioner students‟ motivation in learning English is presented in the table
4.1;
38
Table 4.1
Pre Questioner Score of Students’ Motivation in Learning English
Interval Skor f F relatif Frelative
Kumulatif
73-81 3 7.14% 100%
82-90 5 11.90% 92.86%
91-99 10 23.80% 80.96%
100-108 13 30.95% 57.16%
109-117 9 21.42% 26.21%
118-126 2 4.76% 4.79%
Table 4.2
Summary of Pre Questioner Scores Students’ Motivation in Learning
English
Descriptive statistics Scores
N 42
Xmin 73
Xmax 121
Mean 100.5
Standard Deviation 11.44
According to the table above, the average of students‟ score of
motivation is 100.5. It shows that the average of students‟ score of motivation
39
is in the medium category. The category of students‟ motivation score can be
seen on the table below:
Table 4.3
The Category of Students’ Motivation Score in Learning English
Pre Questioner
Category
Mean Students’ score
score score percentage
low x ≤ 79.4 2 4.76%
medium 79.4<x <124.6 40 95.23%
High x ≥124.6 - -
Based on the table above, there are 4.76% of the students who‟s the score
of motivation in learning English is in the low category, 95.23 % is in the medium
category, and 0 % is in the high category. It indicates that the students‟ motivation
is good enough but there are some students who had low motivation. So, it needs
to be better improvement of students‟ motivation in learning English, is by using
the English Videos in Learning English.
Picture 4.2
Students are filling the pre-questionnaire
40
4. The Result of Pre Test
The writer took the pretest from previous students‟ daily test. The
result of pre test students‟ motivation in learning English is presented in the
table 4.2;
Table 4.4
Pre Test Score of Students’ Motivation in Learning English
Interval Skor f F relatif Frelative
Kumulatif
40-47 8 19.04% 100%
48-55 10 23.80% 80.96%
56-63 13 30.95% 57.16%
64-71 5 11.90% 26.21%
72-79 - - -
80-87 6 14.28% 14.31%
Table 4.5
Summary of Pre Test Scores Students’ Motivation
in Learning English
Descriptive statistics Scores
N 42
Xmin 40
Xmax 80
Mean 58.92
Standard Deviation 12.39
41
According to the table above, the data showed that the mean of pretest was
58.92. From 40 students, there were only 11 students who got the score above the
criterion of minimum completeness (KMM) 69. From that investigating, the
writer founded the result of test is low because many students didn‟t give attention
to the teacher. They also didn‟t do their task before the teacher said that he would
give a punishment if they didn‟t do their task students because they are also still
unconfident and fear in making mistake in learning English
B. The Implementation of Classroom Action Research
After knowing the data from observation and interview above, the
researcher knew that the students had some difficulties and problems in learning
English, such as the teaching learning activity in the classroom was under
controlled and conducive, the students act nicely and not noisy, only some
students who did not concentrate and pay attention to the teacher‟s explanation so
it made them difficult in understanding the lesson, because students feel bored
when the English teacher never used other method and never give any media in
teaching English.
The teacher also had a problem when he taught English in the classroom.
The problem was the background knowledge of the students was different each
other, the students felt bored and not interest in studying English. To overcome
the problem, the researcher used English Videos in teaching English to support
the teaching-learning process.
In research implementation, the writer arranged the test and the questioner.
The test is aimed to measure the students understanding of learning English and
The questioner is aimed to measure the students‟ Motivation in learning English.
After knowing the result of pre test and pre-questioner, the writer then prepared
the cycle, in this research the writer made two cycles. Each cycle consists of four
steps; they are planning, acting, observing, and reflecting. After doing each cycle,
the writer conducted test and questioner in the end of each cycle to know the
42
improvement of the students‟ motivation in learning English by using English
videos.
This research was held in SMP PGRI 1 Ciputat from 3rd
May -13th
May 2011
in three cycles, every cycle was conducted in three meetings.
1. Cycle I
a. Planning
In cycle I, the writer and teacher collaboratively arranged the lesson
plan that includes competition standard, basic competition, some indicators,
teaching material, teaching procedural, timing allocation and evaluation. The
writer collaborated with the teacher would use English Videos in learning
English.
Besides, the writer and teacher also prepared structure observation sheet
to observe the students‟ participation and field notes to writer other important
information about class situation during the teaching learning process. And
writer also prepared the test and the questioner to know whether there is any
improvement in students‟ score from pre test and pre questioner or not.
The first cycle would be done in three meeting: on Wednesday, 3rd
May
2011, Thursday, 4th
May 2011 and Friday, 6th
May 2011 which focused in
learning about Present Perfect Tense. There are 42 students, the writer as a
teacher, and the teacher as an observer.
b. Acting
In the first cycle, the action was carried out based on the plan, there
were three meeting on Wednesday, 3rd
May 2011, Thursday, 4th
May 2011 and
Friday, 6th
May 2011. In this stage, the writer made action by teaching Present
Perfect Tense to the students of VIII.10 of SMP PGRI 1 Ciputat by using
English Videos, while the English teacher observed the teaching learning
process in the back of the class.
43
Wednesday, 3rd
May 2011; 10.40-12.00 A.M
In the first meeting, there are three students who were absent. In this
meeting two students who were sick and the writer ask student to watching
English Video explained about the form of Present Perfect Tense through
dialogues. (positive, negative, and interrogative), the time signal, and the verb 3
forms (both regular and irregular). She gave explanation about the regular and
irregular verbs and also gave them a list of irregular verbs. After that, he asked
the students to make a sentence using Present Prefect Tense and then changed
it into negative and interrogative form.
In the first meeting, the teacher, who is the writer, opened the classroom
and motivated the students by giving Brainstorming. In this activity, the teacher
make example a Brainstorming on The front of class and the students followed
it. Then, the teacher told the goal of learning that is to make students is able to
use Present Perfect Tense in real communication.
Theme which was taught in this meeting is about Friendship. The
teacher use English Videos to explanation about Present Perfect Tense, and
teachers use the freeze frame technique in watch the English Videos.
After that, the students made eight groups and the teacher gave a piece
of paper to each group. Every group to discussed and recorded/write English videos
content and make sentences using the present perfect tense.
After they finished write, teachers confirmed the students' answers and
confirmation materials. One of the groups presented the results of their
discussion. Other groups were given the opportunity to respond and ask the
result of presentation. The teacher, as a facilitator, helped the students who had
difficulties in respond and ask the result of presentation. In the same time, the
collaborator observed the students activity in the classroom.
44
Picture 4.3
The collaborator observed the students activity in the classroom
In the end of this meeting, the teacher reflected the material had been
studied by asking the students about Present Perfect tense. The teacher also
asked the students individually about the material to know their individual
comprehension.
In this meeting, the students were interested when they watching
English videos and discussed. However, there were still many students who
didn‟t know how to do the activity because they didn‟t pay attention to the
teacher explanation before. There were also two groups which didn‟t have a
change to presentation the activity, because the time was limited.
Second meeting, Thursday, 4th
May 2011; 10.40 – 12.00 A.M
In the second meeting, there were two students who were absent. In this
meeting, the teacher opened the class and motivated the students by giving a
BOOM game. In this game, the students had to count from 1 to 50 and they had
to say BOOM in a particular number, for example 6, 16, 26, so on. The
students who did a mistake would be given a punishment to clean the
blackboard.
Then, the teacher told the goal of learning that was to make students are
able to using Present Perfect Tense in real communication. After that, the
teacher asked about the material which had been studied in the last meeting to
refresh the students‟ knowledge.
Theme which is taught in this meeting is about friendship. The teacher
use English Videos to explanation about Present Perfect Tense (positive,
negative, and interrogative). After that, teacher asked the students discussed
about Present Perfect Tense and ask them to make a sentence using Present
Perfect Tense then changed it into negative and interrogative form.
45
In the end of this meeting, the teacher reflected the material by asking
some groups randomly about Present Perfect Tense (positive, negative, and
interrogative) to know their comprehension. Then, the teacher asked the
difficulties which they had during the activity.
In this meeting, there were some students who are lack of vocabularies.
There are also many students who didn‟t task well because the teacher cannot
manage the classroom well.
Third meeting, Friday, 6
th May 2011; 10.40 – 11.20 A.M
In the third meeting, there were two students who were absent. In this
meeting, still about Present Perfect Tense the teacher opened the class and
motivated the students by giving a simple game. Then, the teacher told the goal
of learning that was to make students are able to using Present Perfect Tense in
real communication. After that, the writer asked about the material which had
been studied in the last meeting to refresh the students‟ knowledge.
Theme which was taught in this meeting was still about friendship.
First, the teacher asked the students the information about Present Perfect
Tense. Then the teacher asked the students to make 4 groups by counting 1
until 4. The students who get number 1 make a group 1; the students who get
number 2 make a group 2; and so on. Every group watched an English Videos
about (The Present Perfect Tense) while collecting information which they had
seen video about using "for" and "since” in the Present Tense Prefect.
After watching English videos about Present Perfect Tense, each group
had to make sentences using “for” and “since” in Present Perfect Tense. After
they finished make sentences using “for and “since” in Present Perfect Tense,
teachers confirmed the students' answers and confirmation materials. One of
the groups presented the results of their discussion. Other groups were given
the opportunity to respond and ask the result of presentation.
In the end of this meeting, the teacher reflected the material by make
summary with students about using “for” and “since” in Present Perfect Tense
and students asked to complete a questionnaire.
46
In this meeting, many students have enthusiasm in learning English
because the topic is very familiar to them. Some students are very confident in
learning English but they are lack of vocabulary, so it took many times for
discussion.
Picture 4.4
Students are discussing with the Group of learning
c. Observing
Observation is conducted by the collaborator, as the observer, to note
the students‟ activity during the action using observation form. The result of
the observation in cycle I can be seen in the table below:
Table 4.6
The Percentage of Students’ Activity in Learning English Cycle I
No. Students’ activity First
Meeting
Second
Meeting
Third
Meeting Average
1.
were in the classroom
when the teacher enter
classroom
35
(94.59 %)
38
(95%)
34
(85%) 91.53%
2. Interesting in learning
English
18
(48.64%)
20
(50%)
24
(60%) 52.88%
3. Preparing media and 12 15 18 38.31%
47
source for learning (32.43%) (37.5%) (45%)
4. Paying attention to the
teacher
20
(54.05%)
28
(66.66%)
29
(72.5%) 64.40%
5. Answering the
teacher‟s question
21
(56.75%)
25
(62.5%)
27
(67.5%) 62.19%
6.
Responding the
teacher‟s question
with enthusiasm
15
(40.54%)
18
(45%)
20
(50%) 45.18%
7. Doing the task well 28
(75.67%)
18
(45%)
32
(80%) 66.89%
8. Learning English well 30
(81.08%)
25
(62.5%)
34
(85%) 76.19%
9.
Not giving up in
answering the teacher
question
13
(35.13%)
15
(37.5%)
19
(47.5%) 40.04%
37 40 40 59.73%
Note: In the first meeting, there are five students who were absent.
In the second meeting, there were two students who were absent.
In the third meeting, there were two students who were absent.
Based on the table above, the percentage average of students who were
in the classroom when teacher enter classroom is about 93.19 %. It means that
most of the students had been in the class when the teacher came in. It shows
that the there is significant improvement in this activity because the percentage
is little bit higher than in the preliminary research, which is about 87.5%. In the
preliminary research, there are some students who had not been in the class yet
when the teacher came in.
48
The percentage of the students who are interested in learning English is
about 52.88%. There is significant improvement in this activity. The students
looked interested in learning English by using English Videos. It was different
with the condition in the preliminary research that there are many students who
chatted with their friend, played something on their chair, and also didn‟t pay
attention to the teacher. It shows that they were not interested in learning
English.
The students who had prepared the media and the source for learning
are 38.31%. It shows that the percentage of the students who did this activity is
not improved yet. There are still many students who hadn‟t prepared the media
and source for learning yet when the teacher came in the classroom.
The students‟ activity in paying attention to the teacher is 64.40%. It
means that there is improvement in this activity. In the preliminary, many
students chatted and joked when the teacher explained the material. The high
percentage of this activity shows that the students have had motivation in
learning English. But in this activity, there are still some students who didn‟t
pay attention to the teacher, so it needs better condition in the next cycle.
The percentage of students‟ activity in answering the teacher‟s question
is 62.19%. The percentage is higher than in the preliminary research. So, it
describes the improvement in this activity.
The percentage of students who are enthusiasm in responding teacher‟s
question is about 45.18%. This percentage is higher than the percentage in the
preliminary research. In the preliminary research the percentage of the
students‟ activity in responding teacher‟s question is about 42.1%. It means
that there is improvement in this activity, but the improvement is no
significant. There are still many students who are not enthusiasm in responding
the teacher‟s question.
The students‟ activity in doing the task well is 66.89%. There is
improvement in this activity but it is not significant. There are still many
students who didn‟t do the task well, because they are not confident and fear in
making mistakes. They were also still lack of vocabulary.
49
The percentage of students who learn English well is about 76.19% .
The percentage of this activity in the preliminary research is 65.48%. It
describes that there is improvement in this activity. The students can learn
English well, because they can understand the material easily.
The next students‟ activity is the activity in not giving up in answering
the questions from the teacher. This activity has percentage about 40.04%. It
shows that there is no improvement of the percentage in this activity. Many
students feel that they cannot answer and give up in answering the questions.
From all activities which are observed above, there are some activities
which have not improved yet, they are: preparing the media and the source for
learning, responding teacher‟s question with enthusiasm, doing the task well
and not giving up in answering the questions from the teacher. The average of
the activity in cycle 1 is 59.73%. It shows that the indicators of the research are
not reached yet that the average of the percentage of the students‟ activity hat
to reached until 70 % or more.
The students‟ score of their motivation in learning English is gotten
from the questionnaire. The percentage of students‟ score of motivation can be
described on the table below:
Table 4.7
Questioner Score of Students’ Motivation in Learning English Cycle I
Interval F Frelatif Frelatif kumulatif
83 - 90 2 4.76 % 100%
91 - 98 1 2.38 % 95.24%
99 - 106 4 9.52 % 92.86%
107 - 114 8 19.04% 83.33%
115 - 122 20 47.61 % 64.3%
123 - 129 7 16.66 % 16.69%
42
50
Table 4.8
Summary of Questioner Scores Students’ Motivation
in Learning English Cycle I
Descriptive statistics Scores
N 42
Xmin 83
Xmax 127
Mean 114.6
Standard Deviation 9.31
According to the table above, the average of students‟ score of
motivation is 114.6. It shows that the average of students‟ score of motivation
is in the medium category. The category of students‟ motivation score can be
seen on the table below:
Table. 4.9
The Category of Students’ Motivation Score
in Learning English Cycle I
Category
Mean Students’ score
Score Score Percentages
low x ≤ 79.4 - 0%
medium 79.4<x <124.6 40 95.23%
High x ≥124.6 2 4.76%
Based on the table above, there are 0% of the students who‟s the score
of motivation in learning English is in the low category, 95.23 % is in the
medium category, and 4.76 % is in the high category. It indicates that the
51
students‟ motivation is good enough but there are some students who had low
motivation. So, it needs to be better improvement of students‟ motivation in
learning English.
To know how well their understanding in present perfect tense the
teacher gave the post-test with consist of 25 items. The percentage of students‟
test score can be described on the table below:
Table 4.10
Students’ Test Score n in Learning English Cycle I
Table 4.11
Summary of Students’ Test Scores in Learning English Cycle I
Descriptive statistics Scores
N 4
Xmin 40
Xmax 100
Mean 65.3
Standard Deviation 14.03
Interval F Frelatif Frelatif kumulatif
40 – 50 6 15 % 100%
51 – 61 10 25 % 85%
62 – 72 14 35 % 60%
73 – 83 6 15% 25%
84 – 94 2 5 % 10%
95 – 105 2 5 % 5%
40
52
Based on the table above, the lowest score of post test I is 40 and the
highest score is 100. The average of students‟ test score is 65.3, which were 24
students who passed the KKM. It indicates that the students‟ test score had
reached the goal of research but the writer would like to improve students‟ test
score to be better.
d. Reflecting
After analyzing the data by observing and evaluating the data from
observation, test and questionnaire, the writer inferred that there are some students
who had high motivation in learning English but some students had difficulties in
learning English. Most students have difficulties in finding the appropriate
vocabulary to express their thought. They are also still unconfident and fear in
making mistake in learning English. So, the writer has to find the best way to
improve students‟ vocabularies and give more activities that will encourage the
students to be confident in learning English.
2. Cycle II
a. Revised Planning
After finding the fact that the students‟ motivation is not yet to target, the
writer planned better preparation for the process of research in cycle II. The writer
used different activities in each meeting to avoid students‟ boredom. In this
phase, the writer prepared lesson planning, observation form, questionnaire forms,
interview form and post test for cycle II. In preparing lesson planning, the writer
collaborated with the teacher to decide the material and theme for teaching and
learning process. The material in cycle II was about Showing Possessions,
Making Suggestion and Past Continues Tense.
Questionnaires, interview and observation form are made by the writer to
know the students‟ motivation in learning English. The test, the questionnaires
53
and interview are given in the end of cycle II. Observation form is used to note the
students‟ activity in teaching and learning process in the classroom.
b. Acting
In this phase, the writer conducted the teaching and learning process in the
second cycle to get better result that was significant in improving students‟
motivation in learning English by Using English videos. There were three
meetings in this cycle on Wednesday, 10th
May 2011, Thursday, 11th
May 2011
and Friday, 13th
May 2011.
Fourth meeting, Wednesday, 10th
May 2011; 10.40 – 12.00 AM
Teacher motivated the students by giving short video funny to make
students focus and students had ready to study. Then, the teacher told the students
about the objective of study in this meeting. After that, the teacher asked the
students about the material had been taught in the last meeting.
The teacher asked some questions related to Possessive Pronoun and
Possessive Adjective. Teacher gave English Videos about Possessive Pronoun and
Possessive Adjective relate to the students. Teacher asked students to watch an
English Videos about Showing Possession while collecting information which
they had seen. Teacher use Freeze Frame Technique in watching English Videos.
The teacher asked the students to make dialogues or conversation about
Possessive Pronoun and Possessive Adjective. And asked students to learn the
vocabulary was given by the teacher. Students practice the conversation with his
group in front of class with Modeling Technique. Teacher asked the students if
they had some questions.
While the students did the activity, the teacher monitored the students‟
activity and helped the students who had the difficulties in doing the activity. In
the same time, the observer noted the activity of the students and the teacher.
54
After all students finished the activity, the teacher asked the students one
by one about the information they got. Then, the teacher corrected the students‟
mistakes in Learning English.
In this meeting, the students did their task well. They are also interested in
learning English. However, they still had difficulties in pronouncing the English
word or sentences. There are also some students who had difficulties in finding
the appropriate vocabulary.
Fifth meeting, Thursday, 11th
May 2011; 10.40 -12.00 A.M
The teacher began the class by giving brain gym to the students. Then, the
teacher gave the information about the objective of study in this meeting. The
teacher reviewed the material which is taught in the last meeting.
The teacher asked some questions related to making suggestion. Teacher
gave English Videos about making suggestion to the students. Teacher asked
students to watch an English Videos about Making Suggestion while collecting
information which they had seen. Teacher use Fast Forward Technique in
watching English Videos. Then, teacher divided students into pairs and assigned
students to study the video content that was given by teacher.
The teacher explained again briefly about making suggestion and gave an
example according to the English Videos. After that, every pairs discussed to
make conversation about making suggestion relate to the English videos they had
seen, and presented it in front of the class
In the end of this meeting, the teacher asked the difficulties of the students
in learning English. The teacher also corrected some mistakes which the students
made in learning.
In this meeting, the students‟ ability in speaking was better than before.
They didn‟t find many difficulties, because they had mastered the making
conversation well. They are also more interested and more confident to speak
English.
55
Picture 4.5
Students were conversation in front of class
Sixth meeting, Friday, 13th
May 2011; 10.00 – 10.40 A.M
The teacher brainstorms the students by giving board games on the screen. The
teacher asked the students to make 4 big groups to play aboard games. The rules
here are simple. Practice the past continuous tense by landing on a space and
creating the other half. For example, number 2 “ … when the phone rang.”
Student must say something with the past continuous like this: “ I was eating my
dinner last evening when the phone rang.”
If the sentence has a beginning part instead, the students have to make the ending.
For example number 4: “I was riding my bicycle yesterday, when I fell off.”
Teacher gave English Videos about making suggestion to the students.
Teacher asked students to watch an English Videos about Past Continues Tense
while collecting information which they had seen. Teacher use Freeze Frame
Technique in watching English Videos. Then, teacher divided students into pairs
and assigned students to study the video content that was given by teacher.
The teacher explained again briefly about Past Continues Tense and gave
an example according to the English Videos. After that, every pairs discussed to
learn about Past Continues Tense relate to the English videos they had seen, and
presented the result of their discussion in front of the class.
After the students finished the presentation, the teacher asked the students
about material which they got in this meeting. The teacher also asked the students
about their difficulties in learning English especially Past Continues Tense.
56
In this meeting, the students are very interested in learning English. It
looked from the beginning of the lesson when they tried to find out the answer on
past continues tense board games. Almost the students do their activity well. They
didn‟t have significant difficulties in making sentences in past continues tense.
Event, they are very confident in learning because they want to get the point more.
b. Observing
In cycle II the writer is helped by the collaborator to observe the students‟
activity in teaching and learning process. The result of the observation can be seen
on the table below:
Table 4.12
The Percentage of Students’ Activity in Learning English Cycle II
No. Students’ Activity Fourth
Meeting
Fifth
Meeting
Sixth
Meeting Average
1.
were in the classroom
when the teacher enter
classroom
39
(100%)
42
(100%)
38
(95%) 98.33%
2. Interesting in learning
English
31
(79.48%)
33
(78.57%)
36
(90%) 82.68%
3. Preparing media and
source for learning
35
(89.74%)
40
(95.23%)
39
(79,5%) 94.15%
4. Paying attention to the
teacher
35
(89.74%)
39
(92.85%)
38
(95%) 92.53%
5. Answering the
teacher‟s question
21
(53.84%)
32
(76.19%)
30
(75%) 68.34%
6.
Responding the
teacher‟s question
with enthusiasm
18
(46.15%)
27
(64.28%)
34
(85%) 65.14%
57
7. Doing the task well 35
(89.74%)
42
(100%)
36
(90%) 93.24%
8. Learning English well 36
(92.30%)
40
(95.23%)
39
(97.5%) 95.01%
9.
Not giving up in
answering the teacher
question
29
(74.35%)
29
(69.04%)
25
(62.5%) 68.63%
39 42 40 84.22%
Note:In the fourth meeting, there were three students who were absent
In the fifth meeting, there are no students who were absent.
In the sixth meeting, there were two students who were absent
Based on the table above, the percentage average of students who were
in the classroom when teacher enter classroom is 98.33%. It means that most of
the students had been in the class when the teacher came in. It shows that the
there is better improvement in cycle II than in cycle I.
The percentage of the students who are interested in learning English in
cycle II is 82.68%. It shown that the percentage in this cycle is 29.8 % higher
than in cycle I. The significant improvement of this activity indicates that the
students are very interested in learning English by using English Videos.
The students who had prepared the media and the source for learning
are 94.15%. It shows that the percentage of the students who did this activity is
improved. There are many students who had prepared the media and source for
learning when the teacher came in the classroom.
The students‟ activity in paying attention to the teacher is 92.53%. It
means that there is improvement in this activity. In the cycle I, there are still
some students who didn‟t pay attention to the teacher but in cycle II, most of
students pay attention to the teacher.
58
The percentage of students‟ activity in answering the teacher‟s question
is 68.34%. Although there is significant improvement, the percentage in this
cycle is higher than in cycle I. so, it shows that the students who did this
activity are increased.
The percentage of students who are enthusiasm in responding teacher‟s
question is 65.14%. This percentage is higher than the percentage in the cycle
I. In the cycle I, the percentage of the students‟ activity in responding teacher‟s
question is about 45.18%. It means that there is improvement in this activity.
There are many students who are enthusiasm in responding the teacher‟s
question.
The students‟ activity in doing the task well is 93.24%. There is very
significant improvement in this activity which is about 26.33%. Most of the
students did their task well because they didn‟t find many difficulties.
Picture 4.6
The students’ activity in doing task
The percentage of students who learn English well is about 95.01% .
The percentage of this activity in cycle I is 76.19%. It describes that there is
improvement in this activity. The students can learn English well, because they
can understand the material easily.
The next students‟ activity is the activity in not giving up in answering the
questions from the teacher. This activity has percentage about 68.63%. The
59
percentage of this activity had improved. Many students feel that they can
answer the teacher‟s questions.
From all activities which are observed above, all of the activities had
improved and the average is 84.22%. It shows that the indicators of the
research had been reached that the average of the percentage of the students‟
activity had to reached until 70 % or more.
The students‟ score of their motivation in learning speaking is gotten
from the questionnaire. The percentage of students‟ score of motivation can be
described on the table below:
Table 4.13
Score of Students’ Motivation in Learning English Cycle II
Interval f Frelatif Frelatif
kumulatif
99-107 2 4.76 % 100 %
108-116 3 7.14 % 95.24 %
117-125 8 19.04 % 88.1 %
126-134 15 35.71 % 69.06 %
135-143 7 16.66 % 33.35 %
144-152 7 16.66 % 16.69 %
42
60
Table 4.14
Summary of Questioner Scores Students’ Motivation in Learning English
Cycle II
Descriptive statistics Scores
N 42
Xmin 99
Xmax 148
Mean 130.2
Standard Deviation 11.85
According to the table above, the average of students‟ score of motivation
is 130.2. It shows that the average of students‟ score of motivation is in the
high category. The category of students‟ motivation score can be seen on the
table below:
Table. 4.15
The Category of Students’ Motivation Score
in Learning English Cycle II
Category
Mean Students’ score
Score Score Percentages
low x ≤ 79.4 - 0%
medium 79.4<x <124.6 11 26.19%
High x ≥124.6 31 73.80%
Based on the table above, there are 26.19 % of the students who‟s the
score of motivation in learning English is in the medium category and 73.80 %
61
is in the high category. It indicates that the students had high motivation in
learning English by Using English videos.
Table 4.16
Students’ Test Score in Learning English Cycle II
Interval f Frelatif Frelatif
kumulatif
60 – 67 10 25 % 100 %
68 – 75 8 20 % 75 %
76 – 83 6 15 % 55 %
84 – 91 5 12.5 % 40 %
92 – 99 4 10 % 27.5 %
100 - 107 7 17.5 % 17.5 %
40
Table 4.17
Summary of Students’ Test Scores in Learning English Cycle II
Descriptive statistics Scores
N 40
Xmin 60
Xmax 100
Mean 80.7
Standard Deviation 14.48
Based on the table above, the lowest score of post test I is 40 and the
highest score is 100. The average of students‟ test score is 80.7, which were 30
62
students who passed the KKM (69). So their score had improved than their score
in the pretest and posttest 1. Therefore, it could be concluded that was 21.78
improvements from pretest to the post test 2 and the next action would be stopped,
because this research was successes.
d. Reflecting
After analyzing the data by observing and evaluating the data from
observation, interview and questionnaire, the writer inferred that the students had
high motivation in learning English by using English videos. Most students are
interesting in learning English, that shown, with students paying attention to the
teacher, doing the task well, enthusiasm in responding teacher‟s question and not
giving up in answering the question from the teacher. So, the writer concluded
that in cycle II, the students‟ motivation had improved and had reached the goal of
research.
C. The Discussion of the Data after Classroom Action Research
The discussion of the data after implementing the action consisted of three
parts. Those were the result of observation form, the result of questioner and the
result of interview teacher and students. For further descriptions as following:
1. The Result of Observation Form
Observation form is used to know the students‟ motivation in learning
speaking in the classroom. The result of the observation in preliminary research,
cycle I and II can be seen in the following table:
63
Table 4.18
The Recapitulation of the Percentage of Students’ Activity in Preliminary
Research, Cycle I and Cycle II
No. Students’ activity Pre research Cycle I Cycle II
1.
were in the classroom
when the teacher enter
classroom
87.5% 91.53% 98.33%
2. Interesting in learning
English
50% 52.88% 82.68%
3. Preparing media and
source for learning
37.5% 38.31% 94.15%
4. Paying attention to the
teacher
55% 64.40% 92.53%
5. Answering the
teacher‟s question
52.5% 62.19% 68.34%
6.
Responding the
teacher‟s question
with enthusiasm
45% 45.18% 65.14%
7. Doing the task well 45% 66.89% 93.24%
8. Learning English well 62.5% 76.19% 95.01%
9.
Not giving up in
answering the teacher
question
37.5% 40.04% 68.63%
Average 51,94% 52.5% 84.22%
Based on the table above, the writer found that the students‟ motivation in
learning English is improved. In cycle II, the average of percentage of students‟
motivation in learning English is 84.22 %. It means that there is significant
improvement of students‟ motivation in learning English. The comparison of
percentage of students‟ motivation in cycle I and II described in diagram below:
64
Figure 4.1
The Percentage of Students’ Activity in Preliminary Research,
Cycle I and Cycle II
2. The Result of Questioner
Questionnaire is used to know the students‟ motivation score in learning
speaking. The comparison of students‟ motivation score of questionnaire can be
seen in the following table:
Table 4.19
The Comparison of Students’ Motivation Score of Questionnaire in
Preliminary Research, Cycle I and Cycle II
No. Students Pre Research Cycle 1 Cycle 2
1 A 77 85 99
2 B 98 113 114
3 C 113 120 121
4 D 73 83 101
65
5 E 107 118 131
6 F 105 116 125
7 G 97 112 137
8 H 88 99 131
9 I 85 98 142
10 J 94 119 123
11 K 98 123 133
12 L 100 121 145
13 M 111 120 129
14 N 93 113 123
15 O 104 124 126
16 P 99 104 118
17 Q 101 115 146
18 R 86 106 113
19 S 94 114 114
20 T 107 119 126
21 U 102 107 128
22 V 105 117 137
23 W 92 108 145
24 X 105 117 132
25 Y 83 103 133
26 Z 80 110 137
27 AA 110 121 142
66
28 AB 109 118 146
29 AC 114 120 122
30 AD 107 119 148
31 AE 112 122 145
32 AF 121 127 138
33 AG 99 119 127
34 AH 107 120 126
35 AI 108 119 125
36 AJ 118 124 141
37 AK 90 119 131
38 AL 116 125 148
39 AM 109 123 127
40 AN 112 124 134
41 AO 108 117 129
42 AP 97 109 119
N 42 42 42
Maximum score 121 127 148
Minimum score 73 83 99
Mean 100.5 114.6 130.2
Percentage 59.11% 67.41% 76.58%
Variant 130.964 86.74 140.50
Standard deviation 11.44 9.31 11.85
67
0%
10%
20%
30%
40%
50%
60%
70%
80%
pre research cycle 1 cycle 2
Based on the table above, the writer inferred that the students‟ motivation
score had improved in every cycle. In the end of the research, the average of
students‟ motivation score in learning English is 130.2 or 76.58 %. It shows that
students‟ motivation score has improved and reached the goal of the research. The
improvement of students‟ motivation score can be seen on the diagram below:
Figure 4.2
The Percentage of Students’ Motivation Score in Preliminary Research,
Cycle I and Cycle II
3. The result of Interview
Interview instrument is used to know students‟ opinion about learning
English by using English videos. From the interview which is conducted by the
writer on Friday, 13th
May 2011 most of students are interested in learning
English by English videos. They said that English video is very good to be applied
in the classroom because the material is related to their daily activity, and very
interesting, so that they are interested. They also felt that they can understand the
material easier and can do their task well.
4. The result of Test
Post-test is a test which was given to the students in the end of every cycle.
In the research, the writer held post test twice, first posttest held in the end cycle 1
68
and second posttest held in the end cycle 2. The students‟ score of pretest, posttest
1 and posttest 2 can be seen the table below
Table 4.20
The Comparison of the Students’ Score in Preliminary Research, Cycle I and
Cycle II
No. Students Pre Research Cycle I Cycle II
1 A 40 40 60
2 B 50 60 73*
3 C 50 60 60
4 D 80* 64 93*
5 E 40 44 60
6 F 40 48 66
7 G 50 60 73*
8 H 60 80* 73*
9 I 50 64 73*
10 J 60 80* 80*
11 K 40 68 90*
12 L 40 64 93*
13 M 80* 100* 100*
14 N 50 84* 90*
15 O 60 60 80*
16 P 50 60 60
17 Q 50 64 -
18 R 50 40 66
19 S 70* 68 100*
69
20 T 60 60 93*
21 U 50 80* 100*
22 V 80* 84* 100*
23 W 40 40 73*
24 X 60 64 80*
25 Y 60 40 66
26 Z 80* 100* 100*
27 AA 70* 68 93*
28 AB 60 60 73*
29 AC 50 72* 86*
30 AD 80* 64 66
31 AE 60 60 100*
32 AF 80* 72* 80*
33 AG 60 72* 60
34 AH 40 - 100*
35 AI 70* 72* 73*
36 AJ 60 68 73*
37 AK 60 80 -
38 AL 60 60 80*
39 AM 60 79* 86*
40 AN 40 60 60
41 AO 70* - 80*
42 AP 70* 76* 86*
70
0
10
20
30
40
50
60
70
80
90
Preliminary Cycle I Cycle II
Minimum score 40 40 80
Maximum score 80 100 100
Mean 58.92 65.35 80.7
Variant 153.57 196.92 209.79
Standard Deviation 12.39 14.03 14.48
* : The student who passed the KKM (69)
Based on the table above, the writer concludes the average of students‟
score of pre test is 58.92. The lowest score of pre test is 40, and the highest score
is 80. It means that the students score is still low and have not reached the goal of
the KKM score yet.
After conducting the research and teaching English using English videos at
VIII.10 class students of SMP PGRI 1 Ciputat for six meetings, the writer
conducted the post test in order to know the students‟ achievement after they are
taught using English videos. The average of students‟ score of post test II is 80.7.
The lowest score of post test is 60, and the highest score is 100. It means that the
students‟ score of learning English is improved and had reached the goal of the
KKM score (69).
Figure 4.3
The Students’ Score in Preliminary Research, Cycle I and Cycle II
71
D. The Interpretation of the Data
1. Data of observation
Based on the observation conducted by the writer, it is known that the
English teacher never teaches English by using Media or teaching aids to
teaching. This teaching strategy makes the students lack of motivation in learning
English.
However, after the students are taught using English videos, they are
motivated and active in teaching and learning process. It is because of English
videos makes them easier in learning English.
2. Data of questionnaire
The data of questionnaires which were given to the students in the
preliminary research shows that the students‟ motivation score is 100.5 or
59.11%. It means that the average of students‟ score of motivation is in the
medium category. But there are many students whose the score is in the low
category. So, it indicates that the students‟ motivation is low.
After conducting the research, the writer found that the students‟
motivation score were improved in every cycle. In cycle I, the average of
students‟ motivation score is 114.6 or 67.41%. It shows that the score is in the
medium category, but there are still some students whose the score is in the low
category.
In cycle II, the students‟ motivation score improved significantly. The
average of the students‟ motivation score is 130.2 or 76.58%. It indicates that the
score is in the high category and there is no student who‟s the score is in the low
category. So, the writer concluded that learning by using English videos improved
students‟ motivation in learning English.
72
Picture 4.7
Students are filling the questioner cycle II
3. Data of interview
The data of interviews with English teacher and the students of VII.10 of
SMP PGRI 1 Ciputat show that the teacher and the students have some problems
in teaching and learning English. First, the teacher has a problem in motivating his
students and making them comprehend in learning English.
After observing the students‟ activities in learning English by using
English videos, the teacher thought that English videos can help her to improve
the students‟ motivation in learning English. He feels that English videos also can
improve the students‟ ability in learning English.
The second problem is that the students have difficulties in learning
English. They are unconfident and fear to make mistakes in learning English.
Therefore, the writer tries to use English videos in teaching, so that the learner
will be motivated in learning English.
Most of the students admitted that they like this strategy. They looked
interested and more enthusiasm in responding teachers‟ question. They also
admitted that using English videos make them are able to understand the material
easily.
73
Picture 4.8
Researcher is interviewing teachers
Picture 4.9
Researcher is interviewing students
4. Data of test instrument
The data of pre test which were took from previous students‟ daily test
shows that the average of students‟ score is 58.92. It means that the average of
students‟ score had reached the indicator of KKM score which is 69. But there are
many students whose the score had not reached the indicator of KKM score yet.
After the writer gave post test in cycle I and cycle II, he found that the
students‟ score were improve in every cycle. The average of students‟ score in
cycle I is 65.35 and in cycle II is 80.7. It indicates that the score is improved and
there is only 10 students who‟s the score below the KKM score. So, the writer
concluded that English videos improved students‟ ability in learning English.
74
CHAPTER V
CONCLUSION AND SUGGESTION
A. CONCLUSION
Based on the research conducted at the Second Grade of Class VII.10
SMP PGRI 1, Ciputat, academic year 2010/2011, it be concluded that using
English videos is success in improving students‟ motivation in learning English,
because it has achieved the target of Classroom Action Research (75%). It can be
proved from the data below:
First, from the observation data, it showed that the students were more
active and enthusiasm in learning English. They were in the classroom when the
teacher enter classroom, more pay attention to the teacher, enthusiasm in
responding teachers‟ question, doing the task well, and not giving up in answering
the question from the teacher.
Second, based on the interview result it can be concluded that the students‟
motivation in learning English had a good progress. The teaching learning activity
could run well, and the students could apply what they got in learning English
using English videos in listening, speaking, reading, and writing skill. The English
teacher was satisfied with the students‟ progress.
Third, based on the questioner result, it showed an improvement of
students‟ score from pre questioner to questiner2. The mean of pre-questioner is
100.5 or 59.11%, and there were no students who were in high category score.
The mean of the questioner cycle I is 114.6 or 67.41%, and there were 2 students
who were in high motivation or 4.765% of the students who were in high category
of the students‟ motivation score. In cycle II, the students‟ score improved
significantly, the mean score of questioner cycle II is 130.2 or 76.58%, and the
number of students who in high category of the students‟ motivation score is 31 or
75
73.80%. So, there is 17.47% improvement of the students‟ percentage of pre-
questioner (59.11%) to questioner cycle II (76.11%).
Forth, based on the test result, it showed an improvement of students‟
score from pretest to post-test2. The mean of pre-test is 58.92, and there were only
11 students who passed the KKM or 29.19%. The mean of the post-test 1 is 65.35,
and there were 13 students who passed the KKM or 32.5% of the students who
passed the KKM. In the last cycle, the mean of post-test 2 is 80.7, and the number
of students who passed KKM was increased, that is 30 students or 75%. So, there
is 16.08% improvement of the students‟ percentage of pre-test (58.92%) to post-
test 2 score (75%).
B. SUGGESTION
After concluding the result of this study, the writer would like to give
some suggestions bellow:
1. English videos succeeded to improve students‟ motivation in learning
English. So it would be better for the teacher to use English videos as a
media or teaching aids to improve the students‟ motivation in learning
English, because it can help students make them interesting and easier in
learning English and also increasing the result of their study.
2. For students, they should use the English videos in learning English, their
understanding in learning English, and their ability in learning English in
listening, speaking, reading and writing.
3. For the researcher, the result of the study can be used as an additional
reference or further research with different discussion
76
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