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IMPROVING LACK MOTIVATION USING ICE BREAKER IN
LEARNING ENGLISH AT THE EIGHT GRADE OF SMP
MUHAMMADIYAH 1 GRESIK
ASSINGMENT
Lecturer: Dr. Khoirul Anwar, M.Pd
By:
Nur Hamidah
07431051
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH GRESIK
2010
Background of the Study
Psychologists have many definitions of motivations because it is an
abstract concept that is not easy to define. It is internal to person and thus cannot
be observed. However teachers know the importance of motivation as one of the
important forces that guide student’s action.
Motivation is needed in development of the students through learning
process, whether the students have motivation or not, it influences their ability. In
teaching learning process, teacher should pay attention to the student’s motivation
because motivation can influence both teacher and students. Moreover, students’
motivation can be influenced by anything. It can be from the students themselves
or from the environment, friend, family, and teacher who has important role in
improving students’ motivation in teaching learning process (Ima, 2008:1).
Based on Vojnovich (1997) written in Ima (2008) states that research that
lack of motivation in the learning process is a problem educators have recognize
at all levels of education. Motivation will cause an energy change or influences
not only their learning processing; it gives motivation to the students to support
them to learn. It can change or influence not only their learning but also their
behavior.
Therefore to make the students have motivation in learning, the teacher
has to prepare some techniques that can improve the students’ motivation. In this
study, the researcher studies about the student’s motivation of the eighth grade of
junior high school in where the teacher got a problem about lack motivation
which befall a half of the students in D class. Based on the pre observation, the
researcher found that the student’s motivation in learning English was lack
although the material was delivered by using interesting media and technique.
The researcher wanted to apply ice breaker in the classroom. It is expected
that ice breaker can improve the students’ motivation in learning English so that
the teaching and learning process can run well, both the teacher and the students
can reach their goal, the teacher can deliver the materials, and the students can
accept the materials given by the teacher well.
Review of Related Literature
1. Motivation
There are some factors that we can mention and that seems to have a
strong effect on success or failure in language learning, they are:
a. Intrinsic Motivation
The motivation comes from the pleasure one gets from the task
itself or from the sense of satisfaction in completing or even working on a
task.
An intrinsically motivated person will work on a math equation,
for example, because it is enjoyable. Or an intrinsically motivated person
will work on a solution to a problem because the challenge of finding a
solution is provides a sense of pleasure. In neither case does the person
work on the task because there is some reward involved, such as a prize, a
payment, or in the case of students, a grade. (http:// giftedkids.about.com )
There are characteristic of students who have high instrinsic
motivation, they are: (1) diligent in doing their duty. They can work in a
long time, (2) never give up in facing problem and never satisfy for what
they reach, (3) interest in a subject, (4) always look for and solve a
problem.
From the explanation above, it can be concluded that people who
do something because of internal motivation, the activity is to reach the
goal of the activity.
b. Extrinsic Motivation
Extrinsic motivation refers to motivation that comes from outside
an individual. The motivating factors are external, or outside, rewards such
as money or grades. These rewards provide satisfaction and pleasure that
the task itself may not provide.
An extrinsically motivated person will work on a task even when
they have little interest in it because of the anticipated satisfaction they
will get from some reward. The rewards can be something as minor as a
smiley face to something major like fame or fortune. For example,
extrinsically motivated people who dislikes math may work hard on a
Math equation because want the reward for completing it. In the case of a
student, the reward would be a good grade on an assignment or in the
class. (http://giftedkids.about.com)
Mukarrom (2007) cited in Ima (2008) also said that extrinsic
motivation arises when there is a provocation from outside in order to do
what the provocateur wants. Therefore, some methods have been used.
Sometimes in the teaching learning process students are still not able to
follow the lesson maximally.
2. Ice Breakers
In the process of teaching and learning in the classroom, is not always run
well. Especially in crowded and heterogonous class which happened in D class of
SMP Muhammadiyah 1 Gresik. The students maybe tired, bored or sleepy if the
lesson is started after the break or at the end of the learning schedule. Based on the
situation before, it is needed something to melt the situation and condition down.
Ice breakers are designed to melt the ice in the classroom. There are many
opinions about ice breakers, some of them are explained below.
According to Kuswara (2004) cited in Ima (2008) said that ice breaker is
needed in the classroom. It is much needed in order to make the teaching learning
process running well, interesting, and the students keeping concentrate to the
lesson. He also noted in a while gives ice breakers in the class, even though the
type is not a game, physical action or other instrument. Interesting statements,
anecdote, sounds that can attract students’ attention are included the type of ice
breaker.
Based on Dover (2004) define ice breaker as discussion questions or
activities used to help he participants relax and ease into a group meeting or
learning situation.
Furthermore Varvel, Jr (2002) written in Ima (2008) said that ice breaker
are activities or modes of discussion used to help individuals ease into a group
setting. Some ice breakers are done in groups and some can be individually
completed. Others involve physical activities while others can be purely mental.
Any activity that suits the intended purpose can be used.
Eggelston & Smith (2002) view ice breakers not as only necessary the first
day or first week of courses, but rather as ways to continue building community
and introducing new topics. Ice breakers can also be used to start classes, refocus
the energy of a class, a teaching technique or as a way to divide students into
groups or pairs.
Furthermore, Varvel Jr. (2002) also noticed that ice breaker can serve
many purposes. In where we should design and choose ice breaker activities
which appropriate with the needs, especially in teaching and learning process.
(Ima, 2008:16)
In conclusion, ice breakers is kind of activity which can be used to melt
the clumsy and strained condition in the classroom into relax so that the teaching
and learning process can run well. So, ice breaker is necessary to be applied in the
classroom hopefully the problem can be solved.
Implementation
In this step, the researcher should determine the technique that will be
applied to solve the problem in teaching learning process.
In this case, the researcher will apply ice breaker in the teaching learning
process. Based on the problem found by the researchers in English learning, the
researcher thought that ice breaker were expected will help to solve the problem.
Below is the action plan in doing the observation:
Meeting Topic Ice Breaker activities
1st meeting
2nd meeting
3rd meeting
4th meeting
Flora
Friends
Pre- test multiple choice tests &
true/false quizzes
Beach ball brainstorming
Jigsaw
Team Brainstorming
5th meeting
6th meeting
Travel Pretest/multiple choice test &
true/false quizzes
Beach ball brainstorming
Diary journal
Below is the report of journal noted by the researcher?
Basic Competence
Unit: Flora
Listening
Merespons makna yang terdapat dalam percakapan transaksional (to get
things done) dan interpersonal (bersosialisasi) yang menggunakan ragam
bahasa lisan sederhana secara akurat, lancar, dan berterima untuk
berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur:
merespons permintaan ijin
Speaking
Mengungkapkan makna dalam percakapan transaksional (to get things
done) dan interpersonal (bersosialisasi) sederhana dengan menggunakan
ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi
dengan lingkungan sekitar yang melibatkan tindak tutur: meminta ijin,
memberi ijin, dan menolak memberi ijin
Reading
Membaca nyaring bermakna teks tulis fungsional dan esei berbentuk
descriptive dan recount pendek dan sederhana dengan ucapan, tekanan,
dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar
Merespons makna dalam teks tulis fungsional pendek sederhana secara
akurat, lancar, dan berterima yang berkaitan dengan lingkungan sekitar
Merespons makna dan langkah retorika dalam esei pendek sederhana
secara akurat, lancar, dan berterima yang berkaitan dengan lingkungan
sekitar dalam teks berbentuk descriptive dan recount.
Writing
Mengungkapkan makna dalam teks tulis fungsional pendek sederhana
dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan
berterima untuk berinteraksi dengan lingkungan sekitar
Mengungkapkan makna dan langkah retorika dalam esei pendek
sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar,
dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks
berbentuk descriptive dan recount.
1st meeting
The researcher took over the class from the teacher and gave a kind of ice
breaker activity called beach ball brainstorming. In this activity, the researcher
asked the students to make a circle and gave the instruction to play it. In this
activity, the researcher decided the topic that was used to play beach ball
brainstorming about kinds of flora. These topics were chosen because the students
had just got it made them easy to play.
2nd meeting
In the second meeting, before the teacher starting the lesson, the researcher
gave a kind of ice breaker activity called pre-test. This ice breaker was used as
prior knowledge assessment. In which in this activity, the students were given a
test but it was not look the usual test. The test was composed as fun as possible.
The students did not need to write the answer, but they had to answer by showing
cards that were given by the researcher. In which the cards content the choices
letters.
Basic Competence
Unit: Friend
Listening
Merespons makna yang terdapat dalam percakapan transaksional (to get
things done) dan interpersonal (bersosialisasi) sederhana secara akurat,
lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang
melibatkan tindak tutur: memuji
Speaking
Mengungkapkan makna dalam percakapan transaksional (to get things
done) dan interpersonal (bersosialisasi) sederhana dengan menggunakan
ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi
dengan lingkungan sekitar yang melibatkan tindak tutur: meminta dan
memberi pendapat
Memahami makna dan merespons percakapan transaksional (to get thigs
done) dan interpersonal (bersosialisasi) sederhana dengan mengunakan
ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi
dengan lingkungan sekitar yang melibatkan tindak tutur: memuji
Reading
Membaca nyaring bermakna bermakna dalam teks tulis fungsional
dan esei berbentuk descriptive dan recount pendek dan sederhana dengan
ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan
lingkungan sekitar
Merespons makna dalam teks tulis fungsional pendek sederhana secara
akurat, lancar, dan berterima yang berkaitan dengan lingkungan sekitar
Merespons makna dan langkah retorika dalam esei pendek sederhana
secara akurat, lancar, dan berterima yang berkaitan dengan lingkungan
sekitar dalam teks berbentuk descriptive dan recount
Writing
Mengungkapkan makna dalam teks tulis fungsional pendek sederhana
dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan
berterima untuk berinteraksi dengan lingkungan sekitar
Mengungkapkan makna dan langkah retorika dalam esei pendek
sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar,
dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks
berbentuk descriptive dan recount
3rd meeting
In this meeting, ice breaker was used as fostering group unity. The ice
breaker activity was called cartoon mixer or jigsaw. In which the researcher
delivered several cartoon pictures which was cut into small pieces and spread it to
the students. The students had to make a group based on the picture they had, so
that they had to find the other set of the pictures and match it.
4th meeting
In the first meeting, ice breaker was used as topic segues and energizers.
Ice breaker was given when the teacher would explain new material to the
students and the topic was about Tips on Being a Friend?
In this activity, team brainstorming was used. In which, the teacher asked
the students to become a good friend.
Basic Competence
Unit: Travel
Listening
Merespons makna dalam percakapan transaksional (to get things done)
dan interpersonal (bersosialisasi) sederhana secara akurat, lancar, dan
berterima untuk berinteraksi dengan lingkungan sekitar yang
melibatkan tindak tutur: meminta, memberi, menolak jasa, meminta dan
memberi pendapat
Speaking
Mengungkapkan makna dalam percakapan transaksional (to get things
done) dan interpersonal (bersosialisasi) dengan menggunakan ragam
bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan
lingkungan sekitar yang melibatkan tindak tutur: meminta, memberi,
menolak jasa, meminta dan memberi pendapat, mengidentifikasi masalah
Reading
Merespons makna dan langkah retorika dalam esai pendek sederhana
secara akurat, lancar, dan berterima yang berkaitan dengan lingkungan
sekitar
Writing
Mengungkapkan makna dan langkah retorika dalam esai pendek sederhana
dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan
berterima utuk berinteraksi dengan lingkungan sekitar dalam teks
berberntuk descriptive dan recount.
5th meeting
In the fifth meeting of ice breaker implementation, ice breaker as prior
knowledge assessment was used. It was used to assess the students’ prior
knowledge of the material that had given to them. The quiz was given to the
students. Almost the same as the previous activity, the students made a group, and
then the researcher delivered some question to the students. The students
answered by showing the color paper in which each color represented the choices,
for example; red card, for A answer, yellow card for B answer, etc.
6th meeting
In this meeting, the teacher gave topic “means of transportation?’ to the
students and ice breaker activity what transportation is usually using to travel was
used to introduce a new topic to the students. It was talking about Transportation.
Before the lesson was started, the researcher was helped by the teacher stick some
cards content the name of Transportation on the back of each students, here the
students had to ask yes/no question to the other students to know and find who
they are.
Although could not speak English fluently, sometimes use English
sometimes use Indonesian, the students keep trying to ask the other students until
they could guess who they are.
References
Convington, Martin V. (2005). Handbook of Competence and Motivation. New
York: The Guilford Press.
Dimyati & Mudjiono. (2006). Belajar dan Pembelajaran. Jakarta: PT Asdi
Mahasatya.
Deci & Ryan. (1985). Intrinsic Motivation. Retrieved May 16, 2010 from
http://giftedkids.about.com/od/glossary/g/intrinsic.htm
Deci & Ryan. (1985). Extrinsic Motivation. Retrieved May 16, 2010 from
http://giftedkids.about.com/od/glossary/g/extrinsic.htm
Dover, K.H. (2004). Ice Breaker. Retrieved May 16, 2010 from
http://www.cedu.niu.edu/~shumow/itt/Icebreakers.pdf
Makmun, Abin Syamsudin. (2005). Psikologi Kependidikan. Badung: PT Remaja
Rosdakarya Offset.
Qomariyah, Ima Nur. (2008). The Use of Ice Breaker to Improve students’
motivation in Learning English at the Fourth Grade of SDN Randu Agung IV
Gresik. Thesis. UMG.