A COMPARISON ON MOTIVATION IN LEARNING ENGLISH BETWEEN WHO TAUGHT BY USING PICTURE STORIES AND WHO TAUGHT BY USING CONVENTIONAL TECHNIQUE OF THE SECOND YEAR STUDENTS' OF MADRASAH TSANAWIYAH DARUL HIKMAH PEKANBARU
DOI:
https://doi.org/10.35961/salee.v1i01.76Keywords:
Motivation; Learning English; Picture Stories; conventional techniqueAbstract
The research has three formulations of the problem that how students’ motivation in learning English taught by using conventional technique is, how students’ motivation in learning English taught by using picture sories is, and whether or not there is a significant difference of students’ motivation in learning English between students who are taught by using conventional technique and those taught by using picture stories. This research is causal-comperative research. There are two variables in this research. They are x variable (using picture stories) as independent variable and y variable (students’ motivation in learning English) as dependent variable. Based on the writer’ preliminary study of the second year students of Madrasah Tsanawiyah Darul Hikmah Pekanbaru, showed that students’ motivation in learning English was low. The writer had tried to solve this problem by implementing the picture stories as media. The pictures were one of the media in teaching and learning process that could be implemented to the students in learning English. The objective of this research was to find out whether there was a significance difference of using picture stories toward students’ motivation in learning English. The sample of this research was the second year students of Madrasah Tsanawiyah Darul Hikmah Pekanbaru. The writer used observation and questionnaire to collect the data of this research. The data were analyzed by using T-test. Having analyzed the data with independent sample T-test, it can be seen that there is a significance difference between using picture stories and conventional technique toward motivation in learning English of the second year students’ of Madrasah Tsanawiyah Pekanbaru. It was provided by finding t0 (3.510), which is greater than t-table at 5% grade of significance (2.04) and at 1% grade significance (2.76). And to = 3.510 is higher than ttabel from sig. 5% and 1% (2.04 < 3.510 > 2.76). It means there is significance difference between students’ motivation by using picture stories and conventional technique.
References
Brennen, Annick M, Enhancing Students’ Motivation, Articles & Resources on Educational Administration & Supervision. (Retrived, February 16 2011) http://www.soencouragement.org/enhancing-students-motivation.htm
Breitkreuz, Hartmut, Picture Stories in English Language Teaching, ELT JURNAL, (1972) XXVI (2): 145-149. doi: 10.1093/elt/XXVI.2.145, Jurnal Oxford University Press
Brown, H Douglas, Principles of Language Learning and Teaching Fourth edition, New York: Pearson Education Company. 2000
Creswell, John, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research), New Jersey: university of Nebraska – Lincoln, 2008
--------- Research Design Qualitative, Quantitative and Mixed Methods Approach, London: SAGE Publications, 2005
Dimyati and Mudjiono, Belajar dan Pembelajaran, (Jakarta: Rineka Cipta, 2009)
Frith, Constance , 1997, Motivation to Learn, Educational Communications and Technology University of Saskatchewan. (Retrived, February 18 2011) http://www.usask.ca/education/coursework/802papers/Frith/Motivation.HTM
Gay, L.R, Peter Airasian, Educational Research Competencies for Analysis and Application. New Jersey: Prentice Hall, 1997
Harris, Robert, 2010, Some Ideas for Motivating Students, VirtualSalt. (Retrived, February 17 2011) http://www.virtualsalt.com/motivate.htm
Hornby, A S, Oxpord Advanced Learner’s Dictionary of Current English, London: Oxford University Press. 2000
Hartono, Statistik untuk Penelitian, (Yogyakarta: Pustaka Pelajar, 2009
Ligon, Fred and Elizabeth Tannenbaum, Picture Stories, Language and Literacy Activities for Beginners, New York: Longman, 1990
Lumsden, Linda S., 1994, Student Motivation to Learn, ERIC Clearinghouse on Educational Management. Under contract No. OERI RR93002006. (Retrived, February 16 2011) http://punya.educ.msu.edu/courses/coursevault/summer09/readings/motivation-lumsden.pdf
Rhetoric, Beyond and Rainbows, 1996, Strategies for Empowering Students, University of Ilionics Extension. (Retrived, February 18 2011) http://urbanext.illinois.edu/ce/strat108.html
Richards, Jack c.. John Platt. Heidi Platt, Longman Dictionary of Language Teaching and Applied Linguistics, British: Longman, 1999
Riduwan, Skala Pengukuran Variabel-Variabel Penelitian, Bandung: Alfabeta, 2010
Schunk, Dale H.. Paul R. Pintrich. Judith L. Meece, Motivation in Education, New Jersey: ?
urnal of Applied Linguistics.
Sklair, L. (2010). Iconic Architecture and the Culture-ideology of Consumerism. Theory Culture Society, 27(135), pp. 135-159. DOI: 10.1177/0263276410374634.
Suherdi, D. (2010). Week three: Analyzing structure [Powerpoint slides]. Unpublished manuscript, IG502, STAIN Sultan Abdurrahman, Kepulauan Riau, Indonesia
Sukyadi, D. & Mardiani, R. (2011b). The washback effect of national examination (ENE) on English teachers’ classroom teaching and students’ learning. K@ta: A Biannual Publication on the Study of Language and Literature, 13(1), pp. 96-111.
Sukyadi, D. (2011). The metaphorical use of English address terms in Indonesian blog comments (A pragmatic analysis of Indonesian bloggers). Dalam Nasanius, Y. (ed.) Conference on English Studies (CONEST) 8, pp. 133-135, Jakarta: Unika Atma Jaya.
Waugh, L.R., & Monville-Burston, M. (eds.). (1990). On language: Roman Jakobson. Cambridge, MA: Harvard University Press.
