The influence of role play and drills in stimulating students' motivation for learning english conversation ( A case stufy in the first grade of SMP darussalam Jakarta Selatan)

A Skripsi

Presented to the Faculty of Tarbiya and Teacher’s Training

In a Partial Fulfillment of the Requirements for the Degree of S.Pd in English

Language Education

By

Andi Kusmana

103014026987

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHER’S TRAINING

UIN SYARIF HIDAYATULLAH

JAKARTA

2011

(A Case Study in The First Grade of SMP Darussalam Jakarta Selatan)

A Skripsi

Presented to the Faculty of Tarbiya and Teacher’s Training

in A Partial Fulfillment of the Requirement for the Degree of S.Pd in English

Language Education

By

Andi Kusmana

103014026987

Approved By

Advisor

Dr. H. Atiq Susilo, MA

NIP. 19491121978031001

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND TEACHER’S TRAINING

UIN SYARIF HIDAYATULLAH

JAKARTA

2011

Bahasa Inggris. Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri

Syarif Hidayatulloh Jakarta.

Pembimbing : Dr. H. Atiq Susilo, MA

Kata kunci

: Role Play and Drills, Motivation

Penelitian ini bertujuan untuk mengetahui teknik mana diantara Role Play

dan Drills yang mempengaruhi motivasi siswa dalam belajar percakapan bahasa

inggris.

Penelitiaan yang digunakan dalam skripsi ini adalah penelitiaan kualitatif.

Penelitian ini dikategorikan sebagai deskriptif evaluatif karena penelitiaan ini

menggambarkan kondisi objektif tentang motivasi siswa dalam belajar percakapan

dengan menggunakan Role Play dan Drills di kelas tujuh SMP Darussalam

Pondok Labu. Cara melihat kevalidan dari motivasi tersebut adalah dengan

menggunakan formula persentase. Analisa yang digunakan adalah analisa

deskripsi butir-butir soal angket yang telah diberikan.

Hasil yang diperoleh dari penelitian ini ialah bahwa dari siswa kelas VII

SMP Darussalam yang mempunyai motivasi sangat tinggi dengan menggunakan

Role Play adalah 79% dan yang mempunyai motivasi sangat tinggi dengan

menggunakan Drills adalah 52%.

Keputusan yang bias didapat ialah: kita bisa mengatakan bahwa

mengajarkan speaking atau percakapan lebih efektif dengan menggunakan Role

Play daripada Drill, hal ini dapat dilihat dari hasil diatas tersebut.

Department, the Faculty of Tarbiyah and Teacher’s Training, Syarif Hidayatulloh

Jakarta.

Advisor

: Dr. H. Atiq Susilo, MA

Key Words

: Role Play and Drills, Motivation

The objective of this research is to know which technique between Role

Play and Drill does motivate student to learn English conversation?

This study is included in qualitative research and it is categorized as

descriptive evaluative because it is intended to describe the objective condition

about

The Influence of Role Play and Drills in Stimulating Student’s

Motivation For Learning English Conversation (A Case Study in The First

Grade of SMP Darussalam Jakarta Selatan)

The validity of the data was

established by applying percentage formula. They were analyzed by describe the

test items formed multiple choices in questionnaire.

The finding of this study is that the students of class VII SMP Darussalam

Pondok Labu Jakarta Selatan who have very high motivation in Role Play is 79%

and students who have very high motivation in Drill is 52%.

The result is we can say that: teaching speaking or conversation is

more effective by using Role Play technique rather than Drill technique it can be

seen from the result above.

to the writer completing this “skripsi”. Peace and blessing upon our final prophet

in the world Muhammad peace be upon him, his family, and all of his followers.

The writer would like to address her greatest thanks and gratitude to his

advisor, Dr. H. Atiq Susilo, MA for his patience, guidance, suggestion, valuable

help and correction during of this skripsi. Without his help, constant

encouragement, and inspiring ideas, this final project would have never been

completed.

His gratitude also goes to:

1.

Prof. Dr. Dede Rosyada, the Dean of faculty of Tarbiya and Teacher’s

Training

2.

Mr. Syauki M.Pd, and Mrs. Neneng Sunengsih M.Pd, as the head and

secretary of English Language Department

3.

All inspiring lectures of English Education Department for Teaching

precious knowledge, sharing philosophy of life and giving wonderful study

experiences and

who helped him to increase his knowledge and to give the best service during his study in this university.

4.

Mr. H. Royani HR, S.Pd, the Headmaster of SMP DARUSSALAM, for

giving permission to the writer do the observation and conduct the research

5.

The writer in this occasion would like to express his greatest love and

honor to his beloved family: his parents, Mr. Oding Kusmana and Mrs.

Ade Solihah who always give their love, support and moral encouragement

to finish his study, his beloved sister; Ai Siti Jenab, his beloved brother;

Cepi Baihaki, and his cousins; Mr. H. Ibrahim HK Legoso, A Udin HI,

Uwa Ujang Cinangka who always give their support and advice to finish

his study

6.

All of his friends at the State Islamic University of Syarif Hidayatullah

Jakarta, at B class year 2003 of English Department, especially Mandu

Khaerani, Syifa Sofwan, Yayat Riatna, Lia Andriani, Adin he thanks for

the friendship and support.

7.

Mr. Syarifuddin HR, administration staff thanks for the help

May Allah, the Almighty bless them all, so be it.

Finally, the writer realizes that this final project is far from being perfect. So that the writer expects to get some criticisms and suggestions in order to make this writing better. Hopefully, this writing

will

be beneficial for everyone.

Endorsement sheet

Acknowledgement

………i

Table of Contents

……….…ii

List of Tables

………iv

Chapter I Introduction

A. The Background of Study……….………...….……1

B.

Statement of Problems……….….4

C.

The Objective of Study……….….…...5

D.

The Use of Study………..5

E.

Organization of Skripsi Writing………...……5

Chapter II Theoretical Framework

A.

The Understanding of Conversation ………….………..7

B.

Purpose of Conversation ……….………...12

C.

Types of Conversation ………..……….13

D.

Teaching Techniques ………...………..16

1.

Role Play ………….……….…17

2.

Drills ………...…….20

E.

The Understanding of Motivation ………..……31

F.

Kinds of Motivation ………...36

G. The Influence of Role Play and Drills in Stimulating Student’s Motivation……….37

Chapter III RESEARCH METHODOLOGY

A.

Time and Location ……….…….39

Chapter IV Research Findings

A.

The Descriptive of Data ………..……43

B.

The Interpretation of Data………45

Chapter V Conclusion and Suggestion

A.

Conclusion ………..………46

B.

Suggestion ………...………46

Bibliography

Appendix

Table 4.1: Data of Role Play……….……….…43

Table 4.2: Data of Drill……….….44

CHAPTER I INTRODUCTION

A. The Background of Study

English has different characteristic than any other exact or social lesson, the difference is in language function as tool of communication. This indicates that learning English language is not only learning vocabulary and grammar in knowledge term, but also it should try to use or apply that knowledge into communication activities. It is standard in English learning activity recent times. Furthermore, this assumption is need because person’s assumption of what a language is; make implication of practical learning itself. In other word, learning activity process will depend on the assumption is used in activity.

This case in line with what have been told by Prof. Dr. Muljanto Sumardi who has picked out Widdowson’s opinion, he said that:

apabila tujuan pengajaran bahasa beralih ke pengembangan kemampuan komunikatif siswa, maka perhatian guru harus lebih dipusatkan kepada penggunaan bahasa (use) untuk maksud-maksud komunikatif daripada kepada usage, penggunaan kaidah-kaidah gramatikal yang memungkinkan siswa dapat membuat kalimat-kalimat

yang benar (Widdowson, 1978).1

…if the aims of language teaching forward to student’s communicative development. Then, teacher’s attention should be centered in language use for communicative’s purposes rather than usage, use of

1

Muljanto, Sumardi, eds. Berbagai Pendekatan dalam Pengajaran Bahasa dan Sastra, Jakarta: Pustaka Sinar Harapan, 1996, p.99

grammatical principle which enable student could makes the right sentences (Widdowson, 1978).

Further, in term of communicative, Dr. E. Sadtono said that:

Premis mayor yang melandasi pendekatan komunikatif ialah bahwa tujuan utama bahasa adalah komunikasi yang mempunyai tujuan (Purposeful communication)2

Major premise which base communicative approach is that main purpose of language is communication, which has purpose (Purposeful communication).

Also, he gives opinion that communicative approach in language teaching especially foreign language appears because the foreign language linguists give opinion that foreign language teaching with grammatical synthetic approach is less of successful. It means, after student finishing foreign language study, he/she still couldn’t use it in real situation. Student has learned language’s rules (language usage) but, he/she still couldn’t practice it to communicate (language use). That’s why they find solution for this matter and produce communicative approach.

Conversation is one of communication activity. In conversation the process is more obviously two-way or multiple-way requiring the restatement of ideas, responses, requesting clarification and more information, etc.

Conversation itself is excellent example of interactive and interpersonal nature of communication3.

In Indonesia, learning English conversation is a difficult thing for the students because there are so many aspects related to theese matters, the problems are:

First, English in Indonesia is a foreign language. In such a situation the students, even the teachers, have a little chance to communicate in English, except only when they are in the classroom or in certain places where English is spoken. However, it cannot be denied that English is still a crucial problem for the

2

Ibid, p.85

3

H Douglas, Brown. Principles Of Language Learning and Teaching Fourth Edition, New York: Addison-Wesley Longman Inc, 2000, p.255

Indonesian students. As a fact, so many students are likely unable to speak English either actively or passively. In this case, Finocchiaro says:

The ingrained habits of one’s native language (of making certain sounds or of placing sounds in certain positions) often causes serious conflict or interference with the learning of a new language.4

While Elite Olshtain and Andrew Cohen says:

When a learner is faced with familiar social situations in the new language, the first natural step is to try and translate the most conventional routine in the first language verbatim into the new language. Very often this attempt, even if grammatically correct, may result in a communicative failure.5

Second, speaking skill itself is a productive skill and it has different complexity than any others skills likes reading, writing and listening.

Finocchiaro says: speaking is more complex skill than listening for, in addition to knowing the sound, structure, and vocabulary systems of the language, the speaker must think of the idea he wishes to express, either in initiating the monologue or conversation or responding to a previous speaker; he must change the position of tongue and jaw in order to articulate the appropriate sounds; he must be consciously aware of the grammatical, lexical, and cultural features need to express his idea; he must be sensitive to any change in the “register” or style necessitated by the person(s) to whom he is taking place. All of these interrelated acts-mental and physical must take place simultaneously.6

Last, lack of motivation; it causes serious problem in learning activity, the students could not reach good achievement in their study because there is no spirit or passion on it. Motivation is an impulse energy and director that causes or stimulate a person to act. This means a person’s act is according to motivation constitute it. A motivation is something that needed to do activities. In other word, without motivation someone or person could not do any kind of activities.

4

Mary, Finocchiaro and Michael, Bonomo. The Foreign Language Learner, New York: Regents Publishing Company, Inc., 1973, p.12

5

Marianne, Celce-Murcia, eds. Teaching English As A Second Language, second edition, Boston: Heinle & Heinle Publishers A Division of Wadsworth, inc, 1991, p.155

6

In order to minimalize these insuffiencies, the teachers must have good strategy so that all these problems can be handled and the goal of the teaching and learning can be achieved.

A Role Play is a highly flexible learning activity which has a wide scope for variation and imagination. It uses different communicative techniques and develops fluency in the language, promotes interaction in the classroom and increases motivation. It can improve learners' speaking skills in any situation, and helps learners to interact.

Drill work is very useful since it provides opportunities for students to practice a new bit of language in the most controlled way. Drills are essential at all levels of learning, when planned carefully and conducted effectively, they contribute to the student’s feeling of security and achievement; they help them internalize the features of language and they lead to habit formation, etc.

The writer takes class VII students of SMP Darussalam Pondok Labu Jakarta Selatan because teaching base in this school based on structural view and teaching speaking by using structural view is more difficult to get student’s interest and to make them brave to speak English fluently. Based on the writer’s experience, students in this situation has labile or unstable condition in their learning activity than others level; because they enter into new area of their learning and implication of this problem they feel afraid to speak and difficult to make conversation among each students because they have feeling as stranger in their class. All of these matters can make serious problem either for the teachers or themselves to achieve the goal of learning.

B. Statement of Problems

From the problems dealing with English conversation above, the writer wants to know that Role Play and Drills can make the students more enthusiastic practice in speaking. So, the writer will try to make a research on teaching speaking especially in conversation and formulate the problems as:

THE INFLUENCE OF ROLE PLAY AND DRILLS IN STIMULATING STUDENT’S MOTIVATION FOR LEARNING ENGLISH

CONVERSATION

Based on the statement above, the writer will limit his discussion of this topic to speaking system of the English; especially concerning the problems of teaching English conversation designed for the students of SMP Darussalam Pondok Labu Jakarta Selatan. And so, the writer formulates the problems of this “Skripsi” as follows:

Which technique between Role Play and Drill does motivate student to learn English conversation?

C. The Objective of Study

The objective of this research is to know which technique between Role Play and Drill does motivate student to learn English conversation?.

D. The Use of Study

The result of this research is hoped that teaching English conversation through Role Play and Drills can improve student’s motivation and can make them communicate well based on their motivation they get.

E. Organization of “Skripsi” Writing

In making the writing and the understanding of this “Skripsi” easier, the writer will divide this “Skripsi” in five chapter and arrange it as follows:

Chapter I, introduction: this chapter states the background of study, statement of problems, objective of the study, method of study, use of study, and organization of the “Skripsi” writing.

Chapter II, theoretical framework, this chapter discusses the understanding of conversation, purpose of conversation, types of conversation, teaching techniques including Role Play and Drills, understanding of motivation, kinds of motivation and the influence of Role Play and Drills in stimulating student’s motivation for learning English conversation.

Chapter III, research methodology, this chapter presents time and location, population and sample, method of study, research procedure and data analysis procedure.

Chapter IV, research findings, this chapter presents the descriptive of data and interpretation of data.

Chapter V, conclusion and suggestion, this chapter will presents conclusion and suggestion.

CHAPTER II

THEORETICAL FRAMEWORK

A. The Understanding of Conversation

Before we talk about conversation, it is necessary to know about communication first. Because, as mentioned in the previous chapter; communication is main purpose of learning a language, Chester I Barnard summarizes theory of communication who said “the concept includes all behavior that exchanges information and understanding between one person and another-formally or inanother-formally, verbally or non verbally”.1

While Willard V. Merrihue gives opinion about concept of communication who said ”any initiated behaviour on the part of the sender which conveys the desired meaning to the receiver and causes desired response behavior from the receiver”. Also, Davis defines communication as ”The process of passing information, and understanding from one person to another”.2

Communication between humans is an extremely complex and ever-changing phenomenon, according to Harmer there are certain generalizations about the majority of communicative events and these will have particular relevance for the learning and teaching of languages; when two people are engaged in talking to each other we can fairly sure that they are doing so for good reasons, the reasons are :

1. They want to say something.

‘Want’ is used here in a general way to suggest that speakers make definite decisions to address other people.

1

Wayne K. Hoy, and Cecil G., Miskel, Educational Administration Theory, Research and Practice, (New York: Random House, 1978), p.257

2

2. They have some communicative purpose.

Speakers say things because they want something happen as a result of what they say..

3. They select from their language store.

Speakers have an infinite capacity to create new sentences in order to achieve this communicative purpose they will select (from the ‘store’ of language they possess) the language they think is appropriate for this purposes.3

Mc Donough and Christopher Shaw also give statement about reasons for speaking which says “As a skill which enables us to produce utterances, when genuinely communicative, speaking is desire and purpose-driven, in other words we genuinely want to communicate something to achieve a particular end. This may involve expressing ideas and opinions; solving a particular problem; or establishing and maintaining social relationships and friendships”.4

Assuming an effective piece of communication, Harmer also make some generalizations about a listener (or reader) of language. By effective communication we mean that there is a desire for the communication to be effective both form the point of view of the speaker and listener, there are three points can be made about the listeners :

1. They want to listen to ‘something’.

Once again ‘want’ is used in a general way. But in order to for someone to understand what they are listening to, they must have some desire to do so. 2. They are interested in the communicative purpose of what being said.

In general people listen to language because they want to find out what the speaker is trying to say-in other words what ideas they are conveying, and what effect they wish the communication to have.

3

Jeremy Harmer, The Practice of Language Teaching. (New York: Longman Inc, 1983), p.46- p.47

4

Jo Mc Donough, and Christopher Shaw, Materials and Methods In ELT, Teacher’s Guide, (Blackwell 108 Cowley Road: Oxford 0X4 IJF UK ,1993), p.152

3. They process a variety of language

Although the listener may have a good idea of what the speaker is going to say next, in general terms, he or she has to be prepared to process a great variety of grammar and vocabulary to understand exactly what is being said.5

According to Prof DR Tarigan to connect among people in society we need what we called communication, which unites each individual into groups by crystallizing general concepts, maintaining and lasting general united importance, create a united symbols which differs from other groups, and deciding that act cannot still durable without existences of language society.

Speech as way of communication is extremely influencing in our individual life. In this system we share our opinions, ideas, feels, and desires each other with assist of symbols, which is called ‘words’. This system gives effectiveness for individual in constructing mental and emotional relationship with other members.6

From all the statement above we can see that communication is the main purpose of learning a language. This is true whether one is speaking, listening, reading or writing the language. Some forms are more different than others, but imparting a thought so that another can understand the primary objective. In conversation the process is more obviously two-way or multiple-way requiring the restatement of ideas, responses, requesting clarification and more information, etc.

Students need to understand that they must become fully involved in the communication process with others (in this case, students) in English to gain competence in it, even if it is foreign and confusing to them. Interaction, and thus communication, in the target language is essential to their progress.7

Conversation according to Marion Owen is a random, unstructured kind of activity, with the view that in the course of co-coordinating their contributions,

5

Harmer, The Practice of Language Teaching…, p.47

6

Henry Guntur Tarigan, Berbicara, Sebagai Suatu Keterampilan Berbahasa, (Bandung: Penerbit Angkasa, 1986), p.8

7

speakers collaborate to produce something that can be seen to be highly structured. It is also central to the ethnomethodological point of view that structure cannot be discovered by introspection or controlled experimentation, but only through the close study of spontaneous conversation.8

Janet Maybin defines conversation in the strict sense as informal talk between equal.9 While Geoffrey Beattie in same place give statement which said that:

Conversation is without doubt the foundation stone of the social world human beings learn to talk in it, find a mate with it, are socialized through

it, rise in social hierarchy as a result of it, and, it is suggested, may even develop mental illness because of it (Beattie, 1983, p.2).10

Michael Agnes and David B. Guralnik say that conversation is :

1. The act or an instance of talking together, specify; a) familiar talk, verbal exchange of ideas, opinions, etc. b) an informal conference on a problem or area of interest by representatives of governments factions, etc.

2. Sexual intercourse: now only in the legal phrase criminal conversation, i.e., adultery as grounds for divorce or other action.

3. [Archaic] manner of living; behavior. 4. [Obs] social intercourse.

5. [Obs] familiarity based on study or use.11

According to Eric Partridge says “in their speech senses, dialogue is a conversation (between two or more persons); duologue is a conversation (especially in a dramatic piece) between two persons, conversation is rather more

8

N.E. Collinge N.E. (eds.), An Encyclopedia of Language, (London and New York: Routledge, 1990), p.250

9

Janet Maybin and Neil Mercer (eds.), Using English; From Conversation To Canon. (London: Open University, 1996), p.5

10

Maybin, Using English; From Conversation To Canon …, p.5

11

Michael Agnes and David B. Guralnik (eds.), Webster’s New World College Dictionary. (Cleveland, Ohio: Wiley Publishing Inc, 2002), 4th Edition, p.318

dignified than talk, but it cannot be used, as talk is, for an informal address or short, familiar speech or discourse.12

Margret Buchmann states that conversation as a tender romance of reason, where discourse, shinning with warmth from within, holds a promise of congeniality and comfort, if not light. Understanding is no trophy of pride.13

Most of us think of conversation as thing that is going on when two or more people talk to each other, on an equal footing, about people they know, things they have been experiencing or doing, their plans for the future and so on. In technical sense that the talk involves participants in the reciprocating roles of speaker and listener, and is spontaneous rather than scripted or planned.14

H. Douglas Brown said “Conversation are excellent examples of interactive and interpersonal nature of communication.”15

Unlike most other registers, conversation cannot be characterized in terms of communicative goals or social functions, the most that can be claimed is that it is a pervasive activity among human beings, and that its primary function appears to be establish and maintain social cohesion through the sharing of experience, although secondarily it may promote other goals such as entertainment (e.g. through jokes and narratives), exchange of information and control of others’ behavior.

Our operational definition of conversation is inclusive enough to subsume many more specific types of verbal behavior, such as instructing, counseling, insulting, swapping anecdotes of conducting a business telephone call.16

While Marc McCutcheon gives contribution about the understanding of conversation that it is a talk, dialogue, discourse, discussion, exchange,

12

Eric Partridge, Usage And Abusage; A Guide to Good English, (England: Penguin Books Ltd, 1947), p.96

13

Margaret Buchmann, et al., Detachment and Concern; Conversations In The Philosophy of Teaching and Teacher Education. (New York: Teachers College, Columbia University, 1993), p.110

14

Dennis Freeborn, et. al., Varieties Of English; An Introduction To The Study of language, (Macmillan Press Ltd, 1986), 2nd Edition, p.117- p.118

15

H Douglas Brown, Principles Of Language Learning and Teaching (New York: Addison-Wesley Longman Inc, 2000),Fourth Edition, p.255

16

Douglas Biber, et al., Longman; Grammar Of Spoken And Written English. (Longman, 1989), p.1041

communication, chat, colloquy, interlocution, conference, intercourse, gab, rap, palaver, give-and-take, and small talk.17

From all the statement above, the writer concludes conversation is wider than a talk, it has broad meaning depend on place is applied. Conversation can be a dialogue, discussion, interlocution, exchange, discourse, etc. So, it can be determined that conversation has several meaning based on its purpose and each meaning above has different function according to viewpoint itself.

B. Purpose of Conversation

Janet Maybin implicitly says about conversation “ it is used to invoke a whole range of shared knowledge and experience between speakers, from aspects of a joint physical activity, to past conversation together, to share cultural values. Thus, the very aspects of talk that might be been as incoherent are in fact an important part of the way talk is used to bind people together and to enable them to negotiate shared understanding about the world ”.18

Margret Buchmann said that conversation is no intellectual privilege; “it does not begin in the upper story of humanity, it begins no higher than where humanity begins”. Like life, conversation can be busy with many things and vibrant with a sense of different directions. Conversation is close to comic spirit, which embraces people’s frailty and allows for laughter and emotional release. If conversations are uniting and disarming, they can still inspire apprehension and do not divest communication of its formidable character.

As an expression of life and hope, conversation brings to mind a poetic pastoral, where people have mother wit, the setting is natural and simple, and amiability will carry the day.

Conversations are not mere talk: they presuppose good faith, some common purposes or emergent directions, and the assumptions that people say things they believe to be relevant and will attend (in some fashion) to what others are saying. In short, conversations require being decent and sensible in ways that

17

Marc McCutcheon, Rodget’s Super Thesaurus, (Ohio: writer’s Digest Book Cincinnati, 2003), Third Edition, p.50

18

establish and maintain connections and openness. While conversations sidestep competition, it is encounter in which the power mind, good sense, and moral sentiments of a person come to be revealed. In conversation, one listens to persons, not just utterances. In conversation, people of thought and people of action can please themselves and be true to type, although self-constituted elites or self impressed individuals will not are well. Conversation can yield insights and astonishing connections; yet it cannot establish knowledge. Like life, conversation grants no irreversible clarification.19

As an addition, Douglas Biber, et.al has done a functional survey of conversation which correlate to its purpose and utter nine points about the function of conversation, there are : 20

1. Conversation takes place in the spoken medium 2. Conversation takes place in shared context

3. Conversation avoids elaboration or specification of meaning 4. Conversation is interactive

5. Conversation is expressive politeness, emotion, and attitude 6. Conversation takes place in real time

7. Conversation has a restricted and repetitive repertoire 8. Conversation employs a vernacular range of expression 9. Lack of functional explanation

From the statement above, the writer concludes that purpose of conversation is for negotiating, sharing, exchange of minds and ideas. Conversation also is a medium, which can unite the different perceptions, viewpoints, and opinions and make one solution to be gained.

C. Types of Conversation

According to Patrick Jenlink and Alison Carr in their book ’Education Technology, 31-38’ there are four types of conversation, discussion is the most

19

Buchmann et.al.,Detachment and Concern…, p.105- p.110

20

familiar and pragmatic; dialogue is also pragmatic but less common. Dialectic and design conversation are more disciplined orientations.21

1. Dialectic Conversation

Dialectic conversation focuses on framing a logical argument for searching the truth. It is a scientific approach, a disciplined inquiry into whatever is being examined. In dialectic conversation, participants are often rigid in their beliefs and debate for what they perceive as truths.

2. Discussion Conversation

Discussion conversation is the forum in which many of us advocate for our own individual position. Unlike the logical argument expressed by dialectic, discussion is more subjectively influenced by opinion and supposition. Discussion conversations are transactional in nature, one participant negotiating with others with the advocacy and preservation of personal assumptions as the center of the discourse.

3. Dialogue Conversation

Dialogue conversation is a conversation where meaning is constructed through sharing. It is a community-building form of conversation. Its purpose is to create a setting where conscious collective mindfulness can be maintained. This form of discourse transforms the individual thinking and thought processes, creating collective thought. It requires that individuals first examine their personal assumptions or opinions and then suspend these assumptions before the entire group. They must step out of their advocacy for personally held assumptions as well as those of others. This type of conversation recognizes variously held common experiences.

According to Mary Finocchiaro and Michael Bonomo, dialogues in which individuals listen to a speaker and react, either by speaking themselves or by performing some action, are especially well suited for practicing language in realistic communication situations. Dialogues permit students to practice whole statements, questions, or formulas of the language rather than items or bits of language which, by themselves, do not duplicate the real communication or

21

interaction which goes on among individuals. The study and dramatization of dialogues helps students gain insight into the various cultural aspects of the foreign community.

Dialogue may be used effectively as an approach or introduction to the learning of aspects of grammar, vocabulary, or pronunciation. On the other hand, we may prefer to use the dialogue as a “culminating” activity, that is, as a learning experience which recombines in a normal, conversational exchange many of the language features that had been presented and practiced in individual utterances and in drill activities.

Dialogues should be prepared for each unit work in our text (if none are included) and for each large socio-cultural category such as Identification (names, addresses), School, and People and Places in the community. Dialogues themes may be further subdivided-where relevant and essential-into such topics as Shopping for Food, Clothing, and Travel. As is obvious, many of the dialogues could be placed under different headings, since they could include vocabulary common to several possible situations.

Within each category, three types of dialogues should be practiced: a. Conversational exchanges of two single utterances.

b. Sustained dialogues. c. Spiral dialogue.22 4. Design conversation

Dialogues help the design participants create collective consciousness as well as clear the minds of distorting or conflicting assumptions that lead to incoherence of thinking. Through creating coherence of thinking, a community evolves where in collective thought is possible and the creative consciousness may emerge to focus outside the constraints of old mindsets on the process of designing a new educational system. Design conversation goes beyond the suspension of personal opinions and moves into a suspension of mindsets themselves.

22

Mary Finocchiaro and Michael Bonomo, The Foreign Language Learner: A Guide for Teacher, (New York: Regents Publishing Company, Inc., 1973), p.111- p.114

Fernando Flores states 8 types of conversation in order to maximize the effectiveness of the conversation in interaction among people.23 These 8 types of conversation and it examples are:

a. Conversations for stories and assessments.

These conversations that share experiences or your understanding of what has happened.

b. Conversations for clarity.

This post is a conversation for clarity about Conversation Types. c. Conversations for co-ordination of action.

Typically planning meetings where the objective is to understand everybody's role on the team. "You do this. I'll do that".

d. Conversations for speculation or possible action.

Example of this type are brainstorming, scenario planning. e. Conversations for possible conversations.

A simple form but often necessary to set up a conversation at a later date. Usually of the form "Lets meet on Monday to have a conversation for clarity about..."

f. Conversations for relationship.

Conversations that build shared experience with others and improve your relationship.

g. Conversations for appreciation / complaint.

Predominantly of the latter form, this type of conversation is all about feedback.

h. Conversations for second order learning. It reflective conversations in which we learn.

D. Teaching Techniques

According to Edward Anthony as, technique is implementational- that which actually takes place in a classroom. It is a particular trick, stratagem, or

23

contrivance used to accompanish an immediate objective. Techniques must be consistent with a method, and therefore in harmony with an approach as well.24

In teaching a language, foreign language, for example, offer different techniques; from traditional techniques to more up to date ones. In fact every teacher has his own technique to teach, but it is necessary to know several techniques that have widely been used. Techniques have been changing every time depending on situation and condition.

There are several techniques to implement conversation, but in this chapter the writer will only present two techniques to be done like Role Play and Drills.

1. Role Play

This exercise is important for developing fluency and also fun. It focuses on the creative use of language and require students to draw on their own personal language resources to complete a task or to improvise and keep a conversation going.25

According to Riggenbach and Lazaration, Role Plays; if performed in front of the class, can also function as “performance activities.” In some cases, students could write the role-plays or dramas themselves: this would be especially appropriate in a course that is organized around speech functions or conversational strategies (e.g., complimenting and thanking behavior, greetings and closings). More guidance can be provided for beginning learners if they are allowed to perform their role plays from scripts they have at hand. While reading from the script is not encouraged, as long as the teachers ensures that the content of role play is authentic the activity can be approached as another variation on the contextualized drill.26

The use of role play has added a tremendous number of possibilities for communication practice. Students are no longer limited to the kind of language

24

Jack C. Richards and Theodore S. Rodgers, Approaches and Methods In Language Teaching, A Description and Analysis, (New York: Cambridge University Press, 1986), p.15

25

Jack C. Richards, et.al., New Interchange; English For International Communication. (Cambridge University Press, 1998), p.ix

26

Marianne Celce-Murcia (eds.), Teaching English As A Second Language, (Boston: Heinle & Heinle Publishers A Division of Wadsworth, inc, 1991), second edition, p.129

used by learners in classroom, the language can correspondingly very along several parameters: according to the profession, status, personality, attitudes or mood of the character being role played, according to the physical setting imagined, according to the communicative functions or purpose required.

Also, this is virtually the only way we can give our learners the opportunity to practice improvising a range of real-life spoken language in the classroom, and is an extremely effective technique if the students are confident and cooperative; but more inhibited or anxious people find role play difficult and sometimes even embarrassing. Factors that can contribute to a role play’s success are: making sure that the language demanded is well within the learner’s capacity; your own enthusiasm; careful and clear presentation and instructions. A preliminary demonstration or rehearsal by you together with a student volunteer can be very helpful.27

According to Ladousse (1987), role play uses different communicative techniques and develops fluency in the language, promotes interaction in the classroom and increases motivation. Here peer learning is encouraged and sharing of responsibility between teacher and the learner in the learning process takes place.28

Here is some procedures in Role Play activities according to Roberta A. Welch, called “Interactive Dialogue Practice”. She gives opinion that almost all conversation textbooks include dialogues, which most teachers have their students practice. To avoid what is often a dead reading of the text, with little interaction between the partners, this activity has student helpers feed the lines to performers who repeat them. Performers, thus freed from either concentrating on reading or memory overload, are encouraged to look at their partners and to use appropriate intonation, facial expressions, and gestures. This activity is an intermediate step toward more natural conversation. The procedures are:

a. Divide the class into groups (four students each is preferable).

27

Penny Ur, A Course In Language Teaching Practice And Theory, (Cambridge University Press, 1996), p.30- p. 133

28

b. Have the class listen to a recording of the dialogue (or demonstrate it yourself).

c. Have students mark the text for phrasing, stress, and intonation, as you demonstrate the body language and show how helpers can be effective prompters by feeding the performers phrases of a suitable length for repetition.

d. Have two students take role of the helpers, sit behind the performers, and whisper the lines of the dialogue to them (have the performers close their books and face their partners in the dialogue).

e. Have the performers repeat the lines of the dialogue to their partner, trying to communicate the meaning, using appropriate body language. (If the performers do not understand the lines, they can ask the helpers to repeat them.)

f. Have the helpers and performers switch roles and do the dialogue again. g. As students become familiar with the dialogue, have performers try to say

the lines without being prompted, turning to the helpers only when necessary.

This procedure aims to practice dialogues without reading from or memorizing the text, use appropriate body language and facial expressions, this level is suitable for beginning up to intermediate, also it has caveats and options there are:

a As a follow up activity, one or two groups can perform in front of the whole class.

b Students with enough ability and confidence can try to vary the dialogue by substituting different words and expressions. 29

In the same book, Kathleen McNally says Role Play is a highly effective method of improving conversational skills. She also gives technique called “Café Bianco” this lesson utilizes a restaurant scenario to promote interaction between

29

Kathlen M. Bailey and Lance Savage (eds.), New Ways In Teaching Speaking, (Virginia USA: Teachers of English to Speakers of Other Languages, inc (TESOL), 1994), p .85- p.86

students in a familiar situation and introduce some practical aspects of restaurant dining. The procedures are:

a. Using the props, set the scene and explains and model the characters of hostess/host, server, customers, and manager.

b. Pass out Vocabulary Worksheet (e.g. Drinks: soda, iced tea, lemonade. Courses: appetizers, main course, and dessert, etc.) to students and discuss concepts and new expressions (e.g.tipping). Vocabulary can be added or subtracted according to the level of the students.

c. Divide the class into small groups (based on the numbers of characters in the role play) and have them choose one of the scenarios suggested by the teacher (e.g., breakfast; lunch; dinner; Sunday brunch; customers forgets wallet; wedding rehearsal dinner; anniversary; unsatisfied customers; blind date; double date; marriage proposal).

d. Have students discuss and create a dialogue for presentation before the class. These procedures have aims converse while using new vocabulary, develop restaurant etiquette, these procedures are suitable for any levels, also it has caveats and options there are:

a Filming and viewing these presentations can be exciting and revealing for the learners and teacher.

b Follow up the activity by going to a restaurant.30 2. Drills

Drill is an exercise for teaching, and it is method of training in learning activity. According to Peter Salim drill is practice of skill.31 As a method and exercise, drill also have important role in learning process because the target of learning will be gained if the appropriate method and exercise is used by the teachers in their class.

As mentioned in the previous chapter, Drills are essential at all levels of learning, when planned carefully and conducted effectively, they contribute to the

30

Savage, New Ways In Teaching Speaking…, p.79

31

Peter Salim, Practical English Indonesian Dictionary, (Jakarta: Modern English Press Jakarta , 1993), p. 126

student’s feeling of security and achievement; they help them internalize the features of language and they lead to habit formation, they consolidate the “rule” or concepts of the language’s internal organization which the students had formulated; and they promote attentive listening, linguistic competence, and more fluent oral performance. 32

According to Harmer, drill work is very useful since it provides opportunities for students to practice a new bit of language in the most controlled way. Drills are usually very controlled and therefore they have limited potential. Because they are fairly repetitive and not very creative they should not be used for too long or too frequently. However, they do give students the opportunity for’safe’ practice; accuracy can be focused on as the students get a chance to rehearse language.33

While Ruth Hok says” If we accept the theory that learning is a habit, if we agree with Bloomfield that ‘Language learning is over learning: anything less is of no use,’if we obey his dictum to ‘..get the forms by heart, and... practice them over and over again, day after day, until they become entirely natural and familiar,’ then drill work seems inevitable. For it is through the predictable, repetitive nature of an exercise as spoken over and over that the language habit is formed, enabling the student finally to feel confident that he can proceed correctly on his own outside the drill setting. This is the nature and the goal of the oral drill. The teacher sets the pattern that the students are no imitate either by simply mimicking or by more complicated procedures of combining something new with something already learnt. In language drill as in any drill the student always knows what is expected of him and should in every instance-provided the drill is properly adapted to his ability-be able to produce a correct utterance”.34

The practical of drill itself can be done by the teachers depend on their needs and time allocation which established in their class.

Many kinds of drill forms can be used in learning activity, Harmer states four types of drill that can be used by the teachers; there are (four) phase drills,

32

Finocchiaro, The Foreign Language Learner: A Guide for Teachers…, p.103

33

Harmer, The Practice of Language Teaching…, p.95

34

mixed question and answer drills, talking about frequency of activities, and chain drills.35 It is important to remember the limitations of drills, however, and to use them sparingly:

a. (Four) phase drills

(Four) phase drills are so called because there are (four) phases or stages, e.g. Q-A-Q-A. the reason why ‘four’ is in brackets is, of course, because we can also have six-or eight-phase drills-or any number, for that matter, although four seems to be the most usable.

The students are encouraged to ask a question and on the basis of the answer follow it up with another question, for example:

A: Is John English? B: No, he isn’t;

A: Where’s he from, then? B: He’s Australian.

In our example the drill depended on a negative answer to the first question. But of course (four)phase drills can be constructed with any question sequence, for example:

A: What’s your favourite hobby? B: Tennis.

A: How often do you play? B: Once a week.

(Four) phase drills are useful for practice and revision of specific question forms and can be successfully used for quick five-minute sessions after these questions have been introduced, perhaps in a previous class.

b. Mixed question and answer drills

The difference between mixed question and answer drills and (four) phase drills is that the former have more questions than the latter and they can be asked in any order.

In the following example, the teacher works with the whole class who see the wall picture, the teacher then elicits the following questions:

35

- What’s his/her name? - Where’s he/she from? - What’s his/her job? - What does he/she do? - How old is she/he?

Mixed question and answer drills provide a good opportunity for quick revision of language the students have previously studied. Like (four)-phase drills they are suitable forshort from the session.

c. Talking about frequency of activities.

In this drills student work with a prepared set of flashcards. The cards show various activities taking place.

Students are put in groups of four and a set of flashcards is placed in front of them, face downwards. A student picks up a card and has to ask another students how often arelative that student performs the activity shown on the card. The drill might be in the following way:

S1: (Picks up a card showing a man brushing his teeth.) How often does your brother brush his teeth, Tomiko?

S2: Twice a day, I should think. (Picks up a card showing someone playing tennis.)

How often does your mother play tennis, Monica?

S3: She doesn’t play at all! (Picks up a card showing a person getting on a bus.)

How often does your sister travel by bus, Tarek?

S4: Never…she always gets me to drive her everywhere! d. Chain drills.

Chain drills are ways of practicing a particular structure over and over again in the context of either a game and/or a personal element.

With large classes students can sit in groups, otherwise this is a whole-class activity. Teacher chooses the structure and then says (for example):

‘My name’s Katie and I’d like to travel round the world’ The student next to the teacher then has to say:

‘Her name’s Katie and she’d like to travel round the world. My name’s Paul and I would like to write a novel.’

Finocchiaro and Bonomo state 13 basic practice activities or drills36 which can be applied by the teachers, there are:

a. Substitution.

In this drill, students use another word of the same class in place of a word in a sentence slot. A noun is replaced by another noun; a verb by another verb; an adjective by another adjective; a determiner by another determiner; etc.

b. Replacement.

The students will be expected to replace one class of word or expression by another; e.g., nouns or names by a pronoun (he, she, etc.)

c. Transformation (sometimes called conversion).

The students will be given practice in changing from singular to plural, from affirmative to negative or interrogative, from present to passive, etc. give the model sentence and say. Notice possible practice with “have”:

“Make a question with who: ‘Peter has cold.’” “Make a question with what: ‘He has cold.’”

“Make a question with when: ‘He had a cold last week.’”

“Make a question with how long: ‘He’s had a cold for two weeks.’” d. Expansion.

The students will be given a word or expression to be inserted or added to a sentence you give them. Depending on the foreign language, the insertion or addition may require a change in word order in agreement, or in verb mood. Notice some examples:

Say, “Let’s add the word too to these sentences; listen: ‘The coffee is hot.’”

Say, “Let’s add the word always to these sentences; listen: ‘I have coffee at ten.’”

36

Say, “Let’s add the word intelligent to these sentences; listen: ‘He’s a student.’ ‘Mrs. X is a secretary.’” (notice that a would have to be changed), etc.

e. Reduction.

This drill is a form of replacement drill because you “reduce” a sentence by changing an expression to a word. For example, “I have the pencil” to “I have it”; “I’m going to the library” to “I’m going there”; “come to my house” to “come here” later you can practice substitute expressions: “I’d like on of the books in the window” to “I’d like one of those”: “I see all the people” to “I see everyone”; “I think it’s raining” to “I think so.”

In reduction drills, attention must be paid to changes in stress or intonation and to changes of position as well as to form changes.

f. Integration.

Students are asked to combine two short sentences to make one sentence. For example, “I have a pencil. It’s red” becomes “I have a red pencil”; “You saw the man yesterday. He is my professor” becomes “The man (whom) you saw yesterday is my professor.”

g. Restatement.

In this drill, students are given practice in expressing a concept in two different ways- e.g., Is this a new book? Is this book new?; Is this an urgent telegram? Is this telegram urgent?; This is my French book. I’ve got a French book.

h. Paired Sentences.

In this drill, you will give a sentence and then ask a question. For example, you will say, ”Mary likes to study.” “And Jean?” or “What about Jean?” A student will say, “She likes to study too.” This is a good drill for practicing verb forms or adjectives. For example, “Joan is pretty.” “And Helen?”; or “What about Helen?” “Helen is pretty too.”

Later, questions such as “What about you?” would force a change in verb form. When expressions such as either and neither are being drilled, your cue

would be, “John doesn’t like spinach. What about Harry?” “He doesn’t like spinach either.”

i. Association.

The students will be given a basic structure (e.g., I’d like) to be used in all drill responses as well as words they will associate with their common co-occuring elements. For example: water (I’d like a glass of water) ; pears (I’d like a pound of pears).

j. Progressive Replacement (this is sometimes called a Moving Slot Substitution Drill).

This drill needs much teacher help at the beginning, but students enjoy doing it after they’re learned the technique. It is a multiple substitution drill. Whereas in the substitution drill, only one element was changed consistently each time (the noun or adjective or the verb), in this drill a new element is changed in each sentence. The students have to remember what was said in each preceding sentence in order to form the new sentence. Notice:

Teacher Student

I have a red pencil I have a red pencil.

Green I have a green pencil.

He He has a green pencil.

tie He has a green tie.

Mr. Jones Mr. Jones has a green tie.

four Mr. Jones has four green ties.

They They have four green ties.

some They have some green ties.

‘d like They’d like some green ties.

bought They bought some green ties

k. Directed Practice.

This is an excellent drill for making the transition from “rigid” manipulation to “freer” communication. A student is directed (asked) to ask another student a question. The second student is directed to answer. “similar

step-by-step practice may include directions, such as “ask me” or “tell (me) (us)…” this drill also needs a lot of help from us at the beginning. It should be done in three stages until students are able to go to Step III directly.

-Step I-:

- Teacher: “X ask Y, ‘Do you have a pencil?’” (giving loud the exact words to be said).

- Student X to Y, “Do you have a pencil?”

- Teacher: “Y tell X, ‘I have a pencil’” or (“Yes, I do.”) - Student Y to X, “I have a pencil” or (“Yes, I do.”)

-Step II-:

- Teacher says, “X ask Y if he has a pencil.” - Teacher whispers to X, “Do you have a pencil?” - X says aloud to Y, “Do you have a pencil?” - Teacher to Y, “Y tell X that you have a pencil.” - He whispers: “Yes, I have a pencil.”

- Y says aloud, “Yes, I have a pencil.”

-Step III-:

- You do not whisper the direct question (that is, you don’t prompt the students). If the students don’t know what to say, help them of course. If these drills are built up gradually over a long series of lessons, however, you will find that you have little or no prompting to do in Step III.

l. Translation.

Translation is one of drill activity but we have deliberately left this practice activity to the end of this series of drills for several reasons. First, there is controversy as to the advisability of doing translation. Only the teacher who knows the native language of his students can engage in this drill.

If translation is done at all, it should always be on a limited structure point, on one point only and in a complete utterance. The equivalent is always given; never, of course. A literal translation.

The translation or equivalent must always be at the complete utterance or sentence level since what is a verb in one language may be rendered as a function

word or a noun in another. Students must be made consciously aware of these language differences through your guided questions and through emphasis on interlingual contrasts in the translations.

m. Question-Answer Practice.

There are several basic types of question-answer drills. Moreover, each drill can be done in several ways:

- You will ask all the students a question, student will answer. - A student will ask you a question; you will answer.

- A student will ask another student a question. - Pairs of students will face each other and practice. - Pair of students will question each other in chain fashion.

Nelson Brooks as cited in Richards & Rodgers’s book said that the use of drills and pattern practice is a distinctive feature of the Audiolingual Method37. Various kinds of drills are used, includes the following:

a. Repetition.

The students repeat an utterance aloud as soon as he has heard it. He does this without looking a printed text. The utterance must be brief enough to be retained by the car. Sound is as important as form and order.

Example:

This is the seventh month – This is the seventh month.

After a student has repeated an utterance, he may repeat it again and add few words, then repeat that whole utterance and add more words.

Examples:

I used to know him – I used to know him

I used to know him years ago - I used to know him years ago when we were in school…

b. Inflection.

One word in an utterance appears in another form when repeated. Examples:

37

I bought the ticket - I bought the tickets.

He bought the candy – She bought the candy. I called the young man – I called the young men…

c. Replacement.

One word in an utterance is replaced by another. Examples:

He bought this house cheap - He bought this it cheap. Helen left early - She left early.

They gave their boss a watch - They gave him a watch. d. Restatement.

The student rephrases an utterance and addresses it to someone else, according to instructions.

Examples:

Tell him to wait for you – Wait for me. Ask her how old is she is – How old are you?

Ask John when he began – John, when did you begin?… e. Completion.

The student hears an utterance that is complete except for one word, then repeats the utterance in completed form.

Examples:

I’ll go my way and you go… - I’ll go my way and you go yours

We all have…own troubles. - We all have our own troubles. f. Transposition.

A change in word order is necessary when a word is added. Examples:

I’m hungry. (so). – So am I.

I’ll never do it again. (neither). – Neither will I. g. Expansion.

When a word is added it takes a certain place in the sequence. Examples:

I know him. (well). – I know him well… h. Contraction.

A single word stands for a phrase or clause. Examples:

Put your hand on the table. - Put your hand there.

They believe that the earth is flat. - They believe it…

i. Transformation.

A sentence is transformed by being made negative or interrogative or through changes in tense, mood, voice, aspect, or modality.

Examples:

He knows my address. He doesn’t know my address. Does he know my address? He used to know my address. If he had known my address.

j. Integration.

Two separate utterance are integrated into one. Examples:

They must be honest. This is important. – it is important that they be honest. I know that man. He is looking for you. – I know the man who is looking for you…

k. Rejoinder.

The student makes an appropriate rejoinder to a given utterance. He is told in advance to respond in one of the following ways:

Be polite.

Answer the question. Agree.

Agree emphatically. Express surprise. Express regret. Disagree.

Disagree emphatically. Question what is said. Fail to understand.

BE POLITE. EXAMPLES. Thank you. – You’re welcome. May I take one? – Certainly.

ANSWER THE QUESTION. EXAMPLES What is your name? – My name is Smith

Where did it happen? – In the middle of the street. AGREE. EXAMPLES

He’s following us. – I think you’re right. This ‘s good coffee. – It’s very good.

l. Restoration.

The student is given a sequence of words that have been called from a sentence but still bear its basic meaning. He uses these words with a minimum of changes and additions to restore the sentence to its original form. He may be told whether the time is present, past, or future.

Examples:

students/waiting/bus - The students are waiting for the bus. boys/build/house/tree – The boys built a house in a tree…

E. T he Understanding of Motivation

Motivation is derived from word ‘motive’ means is everything that encouraging somebody to act or do something, Sartain said in his book ‘Psychology Understanding of Human Behavior’; motive is complex statement in organism which instructing behaviour or act into a goal or stimulator.38

The word ‘motive’ itself derived from root of Latin’s word ‘movere’ which become ‘motion’ means is move or propulsion to move. So, motive is impetus, momentum, or cause of person to do any kind of activity with certain

38

Ngalim Purwanto, Psikologi Pendidikan, (Bandung; PT Remaja Rosdakarya, 2004), p.60

goal. These in line with Woodworth & Marquis in their book ‘Psychology” p.337: A motive is a set predisposes the individual of certain activities and for seeking certain goals. While motivation is gift or motive’s arousal or thing become motive. Specifically, motivation is motive or thing, which has become active in certain time, especially if the needs to achieve the goals feel insist. Another definition, which said by Atkinson, “Motivation refers to the factors that energize and direct behavior”.39

At it most basic level, motivation is some kind of internal drive which pushes someone to do things in order to achieve something. Marion Williams and Richard Burden as cited in Harmer’s book suggest that motivation is a ‘state of cognitive arousal’ which provokes a ‘decision to act’ as a result of which there is ‘sustained intellectual and/or physical effort’ so that person can achieve some ‘previously set goal’.40

According to Dr. H. Abin Syamsuddin Makmun, MA, although many experts defining motivation with different styles and ways. However, the essence is pointing to the same goals, that motivation is:

a. A power or forces or energy, or

b. A complex state and preparatory set in individual or organism to move (motion, motive) to certain way, whether consciously or not.41

In order to explain about what is motivation many Psychologists has proposed many kind of theories based on ideology they embraced. The differences of that motivation theory are occur because motive and motivation is a concept, which cannot be perceived, even if can be concluded from symptom that shows. The theories are:

1. Instinct theory

39

Abd. Rachman Abror, Psikologi Pendidikan, (Yogyakarta: PT. Tiara Wacana Yogya, 1993), p.114

40

Jeremy Harmer. The Practice of Language Teaching; completely revised and updated.(England: Pearson Education Limited, 2001), third edition, p.51

41

Abin Syamsudin Makmun, Psikologi Pendidikan, (Bandung: PT Remaja Rosdakarya, 2003), p.37

This theory considers our all minds and acts are derived from instinct that brought from the day borned. Figure of this theory is William McDougall (1871-1938).

2. Drive-reduction theory.

Since 1920, instinct theory has been changed by drive concept, drive is a condition created by biological need, like need for food, water, sex, or avoiding illness. This condition encourage organism to repair need. Specifically, this theory makes motivation based into physical needs that cause the condition of tension or drive; and then organism try to reduce that drive by do something in order to complete need. Biological needs drive act because the body tend to protect constant internal environment or homeostasis. Thereby, any kind of act did by organism to reduce drive called ‘homeostasis act’.

3. Incentive theory.

This incentive theory emphasize on the important of external conditions as source of motivation. These conditions can be positive incentive, which closed by organism, or negative incentive, which avoided by individu/organism. So, incentive can create act either instructing it.

4. Psychoanalytic theory.

This theory proposed by Sigmund Freud (1856-1939), he considers that our entire act determined by power and impulse from inside in unconscious level of work. This theory emphasize on two basic drives; sex and aggression. These motives arise at baby hood; however, if the parents forbid the expression, it’s mean that they pressed. Nevertheless, the tendency of depressed still active as unconscious motive and get the expression by teared or symbolic.

5. Social learning theory.

This theory emphasize on interaction between act and environment by centering patterns of act developed by individual to overcome the environment not to be centered into instinct drive.42

Ngalim Purwanto states five theories about motivation, there are:

42

1. Hedonism theory.

Hedone is Greek language which means favorite, happiness, or enjoyment. Hedonism is an ideology in philosophy that consider main goal of human is seeking happiness (hedone) secularly. According to Hedonism, human intrinsically is creature, which emphasize life with full of happiness and enjoyment. Therefore, in facing problems that need solving; human tend to choose solve alternative which can arise happiness rather than resulting difficulty, hard, suffer, etc. the implication of this theory is assumption that all people will tend to avoid difficult things or consist of high risk and prefers to do something that arise happiness for themselves.

2. Instinct theory.

Basically, human has three main instincts; there are: - Self defense instinct.

- Self developing instinct, and

- Self-developing/defending gender instinct.

With these main instincts, daily habits or acts of human have impetus or motivated by these instincts. Therefore, according this theory; to motivate someone should be based on instinct that purposed or need to be developed.

3. Learning reaction theory.

This theory considers that act or human behavior is not based on instincts, but based on patterns of act that learning from culture in place that people lived.

4. Impetus theory.

This theory is combination between ‘instinct theory’ and ‘learning reaction theory’. Impetus is kind of instinct, but it is only wide power of drives to general direction.

5. Requirement theory.

This theory considers that act which done by human physically for completing needs, whether physic or psychological needs. Therefore, according to

this theory; if a leader or educator want to give motivation to someone, he/she should know first what needs in person is required.43

In learning activity, successful and working is not only determined by intellectual factor, but also non-intellectual factors including motivation is one kind of the factors. Therefore, learning motivation can be determined as entire physical drive inside of student that cause learning activity; guarantee teaching and learning continuity and give direction into that learning activity for the shake of reaching target (Winkel, 1987, p.92). It is important role because it can make grow up spirit, comfort to learn.

Furthermore, there are many kind of the motivation function that related to any kind of activity especially in learning activity; according to Cecco there are four types of motivation function in learning process activity. There are:

1. Arousal function – to invite the student for learning.

In education, arousal determined as readiness or general attention of students, which tried, by the teacher to involve them in learning.

2. Expectancy function – things that should do after instruction is over (new capability).

This function requiring the teacher to keep or change student’s successful or failed in reaching instructional goal.

3. Incentive function – give reward to the next achievement.

This function requiring the teacher gives reward to students who have good achievement by encouraging in the next step to reach instructional goal. So, incentive is main object or symbol that used for adding this activity.

4. Disciplinary function – use reward and punishment to control digressing act. This function requiring the teacher to control digressing act by using reward and punishment. Punishment refers to a stimulator, which students want to avoid. The combination between punishment and reward deeply as disciplinary technique called restitution. All of these functions are the teacher’s function in order to motivate students.44

43

Ngalim Purwanto, Psikologi Pendidikan…, Pp.74- Pp.78

44

From all statement above, the writer concludes that motivation is an impulse energy that causes or stimulate a person to act. This means a person’s act is depend on motivation constitute it. A motivation is something that is required to do activities. In other word, without motivation someone or person could not do any kind of activities.

F. Kinds of Motivation

According to Harmer, there are two kinds of motivation, extrinsic motivation and intrinsic motivation:45

1. Extrinsic Motivation.

Extrinsic motivation is caused by any number of outside factors, for example, the need to pass an exam, the hope of financial reward, or the possibility of future travel.

2. Intrinsic Motivation.

Intrinsic motivation, by contrast, comes from within the individual. Thus a person might be motivated by the enjoyment of the learning process itself or by a desire to make themselves feel better.

According to Dr. H. Abin Syamsuddin Makmun, MA, motivation which come and grow to expand by come from inside of individual called Intrinsic motivation and which come from environment called extrinsic motivation.

While Drs. Syaiful Bahri Djamarah says “If a person has motivation inside. Therefore, unconsciously he/she will do an activity without need motivation from outside. In learning activity, intrinsic motivation is needed; especially in self-learning. Drive to learn come from the need, which consist of compulsion to be an educated person or have knowledge. So, intrinsic motivation comes pursuant to awareness with essential goal not attribute or ceremonial. Otherwise, extrinsic motivation is reverse from intrinsic motivation. It is active motives and work because stimulator from outside. Motivation of learning can be

45

determined extrinsic if the protege resides in some factors outside the learning situation.”46

G. The Influence of Role Play and Drills in Stimulating Student’s Motivation

In teaching learning activity, motivation can be considered as a key for encouraging success, the chances of success will be greatly enhanced if the students come to love the learning process.

As mentioned in previous section, Role Play can increase motivation of student’s study in learning English conversation. In this case, as Ladouse said “role play uses different communicative techniques and develops fluency in the language, promotes interaction in the classroom and increases motivation”.

French and Raven (1959) imply different ways to increase student’s motivation; one of the ways is the use of simulation and game. Although simulation and role-play is different thing, but both of them refer to one goal that is increases interaction, serves obvious view about real life situation, and involving students directly in learning process.

Student’s feeling is also important aspect in motivation because as we known feeling is one of element that build motivation. Drills also can increase student’s motivation; because it related to student’s feeling. In previous section, Finocchiaro has said about drills “…when planned carefully and conducted effectively, they contribute to the student’s feeling of security and achievement …”.

While Harmer gives statement in order to increase student’s motivation, he said ”If students are continue to be intrinsically motivated they clearly need to be interested both in the subject they are studying and in the activities and topics they are presented with. We need provide them with a variety of subjects and exercises to keep them engaged”.47

46

Syaiful Bahri Djamarah., Psikologi Belajar, (Jakarta; PT Rineka Cipta, 2002), Pp. 115- Pp.117

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From that statement above, it can be shown that in drills they are many kinds of activities to be served in learning process. All of these can be found in drills with any kinds of its variety. So, from all statements just said; it is clear enough that Role Play and Drills is possible to influence student’s motivation in their learning activity.

The influence itself can be determined by observing their learning process or their interest in class, which all of these can be seen by their result in answering every questions that given whether test of skill or the equivalent of it like give the questionnaires, psycho test, etc. with these activities we can know how big the influence toward their scores.

CHAPTER III

RESEARCH METHODOLOGY

A. Time and Location

To collect the data in writing this Skripsi. The writer do a field research at SMP Darussalam Pondok Labu Jakarta Selatan. This school is located at Jl. H. Ipin No. 10 Pondok Labu Jakarta Selatan and research has been performed. It is located near BSI Fatmawati institute, Al-Izhar school and can be reached by public transportation from any ways. Such as; from Lebak Bulus we can go by D 02 public transportation or from Depok to Pondok Labu. The research has been implemented from March 1st , 2010 to April 30th, 2010, it be done as long as two months

The writer held an interview with the head, teachers and teaching students of SMP Darussalam to get information about the total number students. Then, the writer do the observation by teaching in class in two months. After that, the writer gives the questionnaires to the students to find out whether their answer are proper with research objective. The aims of these questionnaires as mentioned by Suharsimin Arikunto, are:

1. To prevent unclear questions.

2. To ignore the words that are very strange, academic, or looks suspicious. 3. To increase badly needed items or to ignore items are not relevant with the

research object.

B. Population and Sample

The population in this research is class VII students of SMP Darussalam Pondok Labu Jakarta Selatan.

There are 3 classes of grade VII at SMP Darussalam Pondok Labu Jakarta Selatan, as shown in this table:

GRADE CLASS NUMBER OF

STUDENTS

VII 3 116

VIII 3 108

IX 4 129

TOTAL: 10 353

TABLE 3.1 : DATA OF STUDENT’S NUMBER

The sample of the research is 32% of the population. So it becomes 38 students. The writer took one class to make a research dealing with objective of study.

The writer chooses those levels, because generally the students in these levels are suitable. They are still level of acquaintance.

Furthermore, the writer took random sampling, which means that every student have same opportunity to be chosen as a sample.

C. Method of Research

The writer collects data from both library and field research. In library research, he obtains data from numerous resources, such as: books, literatures, dealing with the objective of the study. In the field research, he uses these techniques.

1. Observation: making an investigation and recording systematically all of data dealing with the objective of the study include teaching in the class as long two months.

2. Questionnaires: It is instrument of study used to get description of the students’ motivation in learning English that involves relationship, activity, facility, and discipline of learning. By knowing their relationship

---Thank you--- 2 Petunjuk :

1. Jawablah pertanyaan-pertanyaan berikut ini dengan benar sesuai dengan identitas diri anda !

2. Bacalah setiap pertanyaan dengan baik dan jawablah sesuai dengan keadaan sebenarnya !

3. Pertanyaan-pertanyaan dalam kuisioner ini mohon dijawab dengan memberikan tanda silang (X) pada jawaban yang dipilih !

4. Pilihlah jawaban-jawaban sesuai dengan yang anda lakukan dan rasakan ! DATA IDENTITAS DIRI SISWA

Nama :………

Umur :………

Jenis Kelamin (L/P) :………

Kelas :………

Nama Ayah/Ibu :………

Alamat Rumah :………

………. Pertanyaan :

1. Percakapan (conversation) menyenangkan bila dilakukan dengan bermain peran.

a. Sangat setuju b. Setuju c. Tidak setuju

2. Belajar lebih menyenangkan bila suasananya seperti kehidupan sehari-hari.

a. Sangat setuju b. Setuju c. Tidak setuju

3. Tujuan saya belajar percakapan (conversation) agar dapat berkomunikasi seperti

percakapan yang saya lakukan sehari-hari.

a. Sangat setuju b. Setuju c. Tidak setuju

4. Dengan bermain peran, saya bisa lebih berinteraksi dengan teman-teman di

dalam kelas.

a. Sangat setuju b. Setuju c. Tidak setuju

5. Dengan bermain peran, saya tidak malu dan takut untuk berbicara di hadapan

teman-teman.

---Thank you--- 3

6. Dengan bermain peran, keinginan berbicara saya semakin meningkat.

a. Sangat setuju b. Setuju c. Tidak setuju

7. Bermain peran sangat membantu saya dalam belajar percakapan (conversation).

a. Sangat setuju b. Setuju c. kurang setuju

8. Bermain peran meningkatkan semangat saya dalam belajar percakapan

(conversation).

a. Sangat setuju b. Setuju c. Tidak setuju

9. Bermain peran meningkatkan keinginan saya untuk memahami kata-kata bahasa

asing.

a. Sangat setuju b. Setuju c. Tidak setuju

10.Saya sangat senang apabila guru memberi tugas bermain peran dalam belajar

percakapan (conversation).

a. Sangat setuju b. Setuju c. Tidak setuju

11.Berlatih menghapal pola-pola kalimat membantu saya memperlancar percakapan

(conversation).

a. Sangat setuju b. Setuju c. Tidak setuju

12.Berlatih menghapal pola-pola kalimat percakapan (conversation).membuat

semangat belajar untuk memperoleh nilai bagus saya lebih meningkat.

a. Sangat setuju b. Setuju c. Tidak setuju

13.Apabila guru memberi tugas berlatih menghapal pola-pola kalimat percakapan

(conversation).dengan senang hati saya menghapalnya.

a. Sangat setuju b. Setuju c. Tidak setuju

14.Dengan berlatih menghapal pola-pola kalimat, melakukan percakapan

(conversation).akan terasa mudah.

a. Sangat setuju b. Setuju c. Tidak setuju

15.Berlatih menghapal pola-pola kalimat dapat membantu saya memahami

kata-kata dalam percakapan (conversation).

a. Sangat setuju b. Setuju c. Tidak setuju

16.Belajar percakapan (conversation) dengan berlatih menghapal pola-pola kalimat

lebih memacu diri saya untuk belajar lebih giat.

a. Sangat setuju b. Setuju c. Tidak setuju

17.Menurut saya, percakapan (conversation) menyenangkan bila dilakukan dengan

berlatih menghapal pola-pola kalimat.

---Thank you--- 4

18.Dengan dengan berlatih menghapal pola-pola kalimat percakapan (conversation),

saya tidak malu dan takut untuk berbicara di hadapan teman-teman.

a. Sangat setuju b. Setuju c. Tidak setuju

19.Saya yakin dengan berlatih menghapal pola-pola kalimat saya akan memiliki

nilai yang bagus dalam pelajaran.

a. Sangat setuju b. Setuju c. Tidak setuju

20.Berlatih menghapal pola-pola kalimat meningkatkan keinginan saya untuk bisa

berbicara dan melakukan percakapan (conversation).