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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
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Page 1: Proposal

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

Page 2: Proposal

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

Page 3: Proposal

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.

Page 4: Proposal

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.

Page 5: Proposal

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

Page 6: Proposal

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.

Page 7: Proposal

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.

Page 8: Proposal

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

Page 9: Proposal

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

Page 10: Proposal

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

Page 11: Proposal

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

Page 12: Proposal

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,

Page 13: Proposal

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

Page 14: Proposal

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

Page 15: Proposal

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.

Page 16: Proposal

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.