The roles of video to motivate junior high school student to learn English
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THE ROLES OF VIDEOS TO MOTIVATE JUNIOR HIGH SCHOOL
STUDENTSTO LEARN ENGLISH
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the SarjanaPendidikan Degree
in English Language Education
By
ValentinaDanova
Student Number:101214043
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2014
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THE ROLES OF VIDEOS TO MOTIVATE JUNIOR HIGH SCHOOL
STUDENTSTO LEARN ENGLISH
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the SarjanaPendidikan Degree
in English Language Education
By
ValentinaDanova
Student Number:101214043
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2014
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A SarjanaPendidikanThesis on
THE ROLES OF VIDEOS TO MOTIVATE JUNIOR HIGH SCHOOL
STUDENTS TO LEARN ENGLISH
By
ValentinaDanova
Student Number: 101214043
Approved by
Advisor
Barli Bram M.Ed., Ph.D.
Date 23 October 2014
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To Henny and Markus Oemar
Two of the best teachers
To Valentino Dhaka
My biggest motivation
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, 23 October2014
The writer
ValentinaDanova
101214043
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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA
ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata
Dharma:
Nama
NomorMahasiswa
: ValentinaDanova
: 101214043
Demi pengembangan ilmu pengetahuan, saya memberikan kepada
Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
THE ROLES OF VIDEOS TO MOTIVATE JUNIOR HIGH SCHOOL
STUDENTS TO LEARN ENGLISH
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikan di Internet dan
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya
Dibuat di Yogyakarta
Padatanggal :23 October 2014
Yang menyatakan
ValentinaDanova
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ABSTRACT
Danova, Valentina. 2014. The Roles of Video to Motivate Junior High School
Students to Learn English. Yogyakarta: The English Language Study Program,
Sanata Dharma University.
Teaching English to EFL students is challenging. It is because Indonesian
studentslack of motivation in learning English because of their own mind set that
English is a difficult and terrifying subject. Motivation is an important thing in the
learning and teaching process. Students will not get maximum results if they do
not have any motivation to learn. One of the easiest ways to motivate the students
is by increasing their enthusiasm and media is one thing that can increase the
students’ enthusiasm. Video is already used in all over the world because these
days educational video is easy to use and can be easily downloaded for free.
This research aimed to find how videos increase students’ motivation and
the roles of videos in motivating students to learn English. From the researcher
experience it was found that students’ motivation in learning English in SMPK
Mater Dei Probolinggo was low and the teachers have not used modern media
effectively. In this thesis the researcher formulated two questions. The first
question was “howdo videos increase junior high school students’ learning
motivation?” and the second was “what are the roles of videos in motivating
students to learn English?”
To solve the research problems, the researcher conducted survey research.
The research was conducted in SMPK Mater Dei Probolinggo and the participants
of this research were 29 students of class 7C and 30 students of 7D in academic
year 2013/2014. The researcher used questionnaires to get the data about the
students’ perspective on the use of video as teaching media and how it affects
their motivation. The researcher also used field note to gather some data from the
observation. The researcher conducted the observation two times in each class.
The first observation was held to find the students’ behavior before the teacher
used the videos as teaching media. Before the second observation, the researcher
gave the teacher a set of teaching material and three videos that were used in the
class. The second observation was conducted to find the students’ behavior when
the teacher used video as teaching media.
From the research results, the researcher found that the video helped the
students increase their motivation in learning English. From the questionnaire and
the observation result, the researcher found four steps of how videos
increasedstudents’ motivation and also found five roles of videos in the
classroom. Video also helped the teacher to grab the students’ attention and
helped the students to understand the subject taught better.
Keyword: students’ motivation, visual media, roles of video
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ABSTRAK
Danova, Valentina. 2014. The Roles of Video to Motivate Junior High School
Students to Learn English. Yogyakarta: The English Language Study Program,
Sanata Dharma University.
Mengajar Bahasa Inggris kepada murid EFL sangat lah menantang. Hal
ini terjadi karena motivasi belajar bahasa inggri smurid Indonesia masih perlu
ditingkatkan. Hal ini terjadi karena pola piker para siswa bahwa bahasa inggri
sadalah mata pelajaran yang susah dan menyeramkan. Motivasi adalah hal yang
sangat penting dalam proses belajar dan mengajar. Siswa tidak akan
mendapatkan hasil yang maksimal jika mereka tidak mempunyai motivasi belajar.
Salah satu paling mudah untuk memotivasisiswa adalah dengan meningkatkan
gairah mereka dalam belajar dan media adalah salah satu hal yang dapat
meningkatkan gairah belajar mereka. Video sudah digunakan di seluruh dunia
karena sekarang video pendidikan sangat mudah untuk digunakan dan diungguh
secara gratis.
Penelitian ini bertujuan untuk mencari peran video dalam memotivasi
siswa untuk belajar bahasa inggris. Dari pengelaman peneliti, ditemukan bahwa
motivasi siswa dalam mempelajari Bahasa Inggris di SMPK Mater Dei
Probolinggo masih rendah dan guru pengajar belum menggunakan media
modern secara efektif. Dalam skripsi ini, peneliti merumuskan dua rumusan
masalah. Yang pertam aadalah “bagaimana video meningkatkan motivasi belajar
siswa?” dan yang kedua adalah “apa saja peran video dalam memotivasi siswa
untuk belajar bahasa inggris?”
Untuk menjawab rumusan masalah tersebut, peneliti melakukan penelitian
survei. Penelitian diselenggarakan di SMPK Mater Dei Probolinggo dan
partisipan dari penelitian ini adalah 29 siswa dari kelas 7C dan 30 siswa dari
kelas 7D di tahun ajaran 2013/2014. Peneliti menggunakan kuisioner untuk
mendapatkan data mengenai perspektif siswa mengenai penggunaan video
sebagai media pembelajaran dan bagaimana video mempengaruhi motivasi
mereka. Peneliti juga menggunakan field note untuk merekam hasil observasi
.Observasi dilaksanakan dua kali di setia pkelas. Observasi yang pertama
dilakukan untuk mengetahui perilaku asli siswa. Observasi kedua dilakukan untuk
mengetahui perilaku siswa setelah guru menggunakan video sebagai media
pembelajaran.
Dari hasil penelitian, peneliti menemukan bahwa video dapat membantu
siswa untuk meningkatkan motivasi belajar mereka dalam belajar bahasa inggris.
Dari hasil kuisioner dan observasi, peneliti menemukan empat langkah
bagaimana video dapat meningkat kan motivasi belajar siswa dan juga
menemukan lima peran video yang ditemukan di dalam kelas. Video juga dapat
membantu guru untuk mendapatkan perhatian siswa dan membantu siswa untuk
memahami subjek pelajaran yang diajarkan lebih baik.
Kata kunci: students’ motivation, visual media, roles of video
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ACKNOWLEDGEMENTS
First I would like to express my deepest gratitude to my Jesus Christ for
the unlimited blessing, for taking care of me every day, for the strength, and for
His protection. And I would like to thank my Mother Mary for always praying
for me so I can finish this thesis.
I would like to express my special thanks to my advisor,Barli Bram for
his time andguidance from the very beginning until I finish this thesis.
I want to thank my family,Bapak, Ibuk, andAdek Dhaka that always
mention my name in their prayer. I thank them for always show me how much
they love me.They are the best.
I also want to thank my besties, Memei, Lina, Nitnot, Regita, Wara,
andOkis for the unlimited love, support, and care, for always cheering me up.And
for Gustav,I want to thank you for always being there for me, for all of the
support, andfor always giving whatever I need to make me happy everyday.
Lastly, I want to thankOline, Anya, and Septi,for proofreading my thesis
and giving me some suggestion on it and forMbakDhaniekfor the patience in
helping me prepare everything I need in these four years.
I want to thank everybody who helped me in finishing this thesis, whose
names cannot be mentioned one by one.
ValentinaDanova
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TABLE OF CONTENTS
TITLE PAGE ........................................................................................................ i
APPROVAL PAGES ........................................................................................... ii
DEDICATION PAGE .........................................................................................iv
STATEMENT OF WORK’SORIGINALITY ....................................................v
PERNYATAAN PERSETUJUAN PUBLIKASI ................................................... vi
ABSTRACT ....................................................................................................... vii
ABSTRAK.......................................................................................................... viii
ACKNOWLEDGEMENTS ................................................................................ix
TABLE OF CONTENTS ..................................................................................... x
LIST OF TABLES ............................................................................................. xii
LIST OF APPENDICES.................................................................................... xiii
CHAPTER I.INTRODUCTION ..........................................................................1
A. Research Background ................................................................................. 1
B. Research Problems ...................................................................................... 4
C. Problem Limitation ..................................................................................... 4
D. Research Objectives.....................................................................................5
E. Research Benefits ....................................................................................... 5
F. Definition of Terms.....................................................................................6
CHAPTER II. REVIEW OF RELATED LITERATURE ..................................8
A. Theoretical Description ............................................................................... 8
1. Students’ Motivation for Learning ....................................................... 8
Definition of Motivation ..........................................................................8
Motivational theories ............................................................................... 9
Factors that influence motivation .......................................................... 10
Types of Motivation ...............................................................................12
Indicators of Motivated Students ........................................................... 13
2. Videos on Language Teaching ............................................................ 15
Video for Presentation ............................................................................ 15
Benefits on Using Videos for the Students ............................................ 16
Videos’ Special Feature .......................................................................... 17
Motion pictures’ special value................................................................. 18
Media as a bridge of communication hurdles ......................................... 19
Videos’ Special Attribute .......................................................................21
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Advantages and Restrictiveness of Video ...............................................21
B. Theoretical Framework .............................................................................. 27
CHAPTER III. METHODOLOGY ..................................................................... 29
A.
B.
C.
D.
E.
F.
Research Method ....................................................................................... 29
Research Setting .........................................................................................30
Research Participants ................................................................................. 30
Research Instrument and Data Gathering Techniques .............................. 31
Data Analysis Technique............................................................................ 32
Research Procedures .................................................................................. 32
CHAPTER IV. RESEACH RESULT AND DICSUSSION ............................... 34
A.
B.
C.
D.
The Effect of Using Video as a Teaching Media........................................ 36
Students’ Behavior Towards Media Used.................................................. 46
How Video Increase Students’ Learning Motivation .................................51
The Roles of Video on Motivating Students ............................................. 55
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS...................... 63
A. Conclusions..................................................................................................63
B. Recommendations .......................................................................................65
REFERENCES .................................................................................................... 68
APPENDICES .....................................................................................................70
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LIST OF TABLES
1.
2.
3.
4.
5.
6.
Motivational Theories ................................................................................... 9
7C Questionnaire Result .............................................................................. 36
7D Questionnaire Result .............................................................................. 37
Questionnaire formula ................................................................................. 38
7C Observation Sheet .................................................................................. 47
7D Observation Sheet .................................................................................. 48
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LIST OF APPENDICES
1.
2.
3.
4.
5.
6.
7.
Questionnaire .......................................................................................... 71
7C Questionnaire Result ......................................................................... 73
Questionnaire Result .............................................................................. 74
7C Observation Sheet ............................................................................. 75
7D Observation Sheet ............................................................................. 76
Selection Rubric: Video ......................................................................... 77
Observation Pictures ............................................................................... 79
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CHAPTER I
INTRODUCTION
This chapter provides the background information of this thesis. It consists of
the research background, research problem, problem limitation, research
objective, research benefits, and definition of terms used in this thesis.
A. Research Background
Teaching English to EFL students is challenging. English teachers in
Indonesia mostly have a difficulty in motivating the students. It is because
Indonesian students have alack of motivation in learning, especially in English
subject. EFL students are accustomed to speaking in their mother tongue and
should learn a new language that is completely different. In Indonesia, English is
one of the most terrifying subjects for the students. Indonesian students think that
English is difficult. It is not easy to change their mind set. Students need a new
method to learn English in an interesting and motivating way so they will learn
English happily. The researcher believes that students’motivation has a big role
instudents’achievement, that is why a teacher should be able to organize teaching
and learning activities; they have to deliver the materials by using a suitable
method. The teacher should also master the lesson well. The teacher should have a
good and an interesting technique to introduce English for them, so that the
students will be interested and motivated to learn English. Teachers have the duty
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to help the students increase students’ motivation, because, asOrmrod (2011)
states, students’ motivation plays an important role in the learning process.
Ormrod (2011) statesthat motivation is something that energizes, directs, and
sustains behavior; it gets students moving, points them in a particular direction,
and keeps them going. Without motivation, students will obtain nothing. It is
obvious that students’ enthusiasm and motivation will affect their behavior in
class. Students that have low motivation in learning English tend to be ignorant
and do not focus on the lesson given. Students who have high enthusiasm and
motivation in learning something will tend to get higher achievement. Therefore,
it is obvious that students’ motivation gives big influence to the teaching learning
success.
There are two kinds of motivation, extrinsic and intrinsic motivation.
Churchill (2011) states that extrinsic motivation is the desire to do something
thatis affected externally, for example school activities. Intrinsic motivation is the
will to do something that appear because of knowledge, competency, or a sense of
independence (p. 116). The willingness to learn something can come from
students’ personal motivation. Students will learn enthusiastically when they love
the subject, have a particular goal, or have a sense of independence. Motivation is
also built by the environment. A good teacher, a nice and clean classroom, good
friends, some interesting books, or even nice weather can affect students’
motivation. Ormrod (2011) states that all students are motivated in different way.
One student may have high motivation in classroom subject matter, these students
may actively participate some activities that the teacher gave. The other student
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may have high motivation in the social side of school; he will attend the
extraculicular activities everyday but have lack motivation in classroom activities
(p.362).
In the previous paragraph, there are two kinds of motivation, intrinsic
motivation and extrinsic motivation. Although students’ motivation can grow
personally,the teacher should help them to increase their motivationin learning
English. Extrinsic motivation can come from many things around the students.
Classroom activities, classroom atmosphere, books provided and even teachers’
motivation can affect student’s motivationin learning English. Because teacher
cannot predict classroom atmosphere or their mood, the teacher can use media.
The teacher can use the modern media to increase students’ enthusiasm in
learning. These days, educational videos are easy to find. An educational video
that issuitable for media on teaching English to EFL students can easily be found
at youtube.com and can be downloaded easily.
Videos will increase students’ motivation more effective than other media,
because videos have moving scene that is attractive for them. Smaldino (2008)
states that video makes an effective learning and teaching process. It is because a
video has a big impact for the students’ emotion. It is good for their personal and
intrapersonal building (p. 142). Other than increasing students’ motivation in
learning English, videos also let the students observe a phenomenon that is too
dangerous to be seen live such as volcano eruption, tsunami, a scene of a war, and
other scene thatis impossible to be brought to the class. Videosalso give the
students new information; the student could see some culture from many
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places.Video will also give the class skill and creativity in learning, because from
watching a video, students will give feedback for their own knowledge.
B. Research Problems
In this thesis the researcherformulates the following questions;
1) How do videos increase junior high school students’ motivation?
2) What are the roles of videos in motivating junior high school students to learn
English?
C. Problem Limitation
The study focuses on discovering how videos increase students’ motivation
and what are the roles of videos in motivating junior high school students to learn
English. The research focuses on 29 students of 7C class and 30 students of 7D
class of SMPK Mater Dei Probolinggo in academic year 2013/2014. The
researcher will apply the use of videoin learning procedure text. The researcher
will conduct the observation two times in each class. The use of video as teaching
media is expected to increase students’ motivation in learning English.
D. Research Objectives
The researcher does the research to find out how videos increase students’
motivation and the roles of videos in motivating junior high school students to
learn English.
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E. Research Benefits
This study is expected to bring beneficial result for:
a. English Teacher of SMPK Mater Dei Probolinggo
This research helps the teachers of SMPK Mater Dei Probolinggo to find
the best way to help the students to increase their motivationin learning
English.
b. Students of SMPK Mater Dei Probolinggo
This research is aimed to solve students’ problemin learning English. The
findings of this research will help the students of Mater Dei Junior High
School to increase their motivation.
c. Students of English Language Education Study Program of Sanata
Dharma University.
This research is also beneficial for students of English Language
Education Study Program of Sanata Dharma University as future English
teachers. The research findings can help the future teachers to know what kind of
media can be used to increase students’ motivationin learning English.
F. Definition of Terms
In this part the researcher provides some definition of terms that is used in this
thesis.
1. Role
Role is a behavior that is expected by people from someone that has a status,
Horton (1993).Differentsociety concludes, organizes, and gives reward to their
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activities in a different way. Role is affected by a social condition extrinsically or
intrinsically and is stable, but the impact might be different from what is expected
because of some reasons. Therefore the role of video means a behavior thatis
expected by people from the video. The behavior here is expected to influence the
students in some ways.
2. Motivation
“Motivation is something that energizes, directs, and sustains behavior; it
gets students moving, points them in a particular direction, and keeps them
going.”Ormrod (2011).Churcill (2011) describes motivation as a person’s internal
instigation and direction that influences their behavior. In educational context,
motivation is students’ desire to learn something. Motivation will push the
students to learn something. A motivated student has higher desire in learning
than unmotivated students.
3. Intrinsic motivation
Churcill (2011) states that intrinsic motivation is the will to do something that
appears because of knowledge, competency, or a sense of independence. Intrinsic
motivation means that the motivation comes from the inner self of the students.
Motivation that comes from the students internally is more effective than
motivation that comes externally since it deals with students’ individual
satisfactory.
4. Extrinsic motivation
Churchill (2011) says that extrinsic motivation is the desire to do something
that is affected externally, for example school activities. Extrinsic motivation
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means that the motivation that the students have comes from stimulation from the
other people or things. Students thatdo not have intrinsic motivation can be
helped by extrinsic motivation. The students will have extrinsic motivation when
they are stimulated by something to do a certain activity.
5. Video
Videos are all the kinds of program which can be normally seen at the
cinema, on TV or DVD: featured films, documentaries, commercials, game
shows, etc.Shermen (2003).Nugent (2005) says that there are numbers of teachers
that use video to introduce a new topic, present content, provide improvement
and increase students’ understanding. Sherman (2003) states that videos used in
all over the world for language teaching because the supply is enormous and the
materials are very high quality, relatively cheap and constantly renewed.
Nowadays video can be used as an effective teaching media because it has some
advantages and it can be easily downloaded online.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter consists of theories related to the topic of the research. There are
two sections in this chapter. The first section is the theoretical description and the
second section is the theoretical framework.
A. Theoretical Description
In this section the researcher states some theories that will be used in this thesis.
1. Students’ Motivation for Learning
Brophy (1988) states that student’s motivation to learn is a student’s
tendency to find academic activities meaningful and worthwhile, and to try to
derive the intended academic benefits from them. When students are motivated to
learn, they take their academic work seriously and try to get most of it.
a.Definition of Motivation
Ormrod (2011) finds that the word motivation comes from a Latin word
‘movere’ which means to set in motion. Churcill (2011) describes motivation as
a person’s internal instigation and direction that influences their behavior. In
other hand,Ormrod (2011) describes motivation as something that energizes,
directs, and sustains behavior; it gets students moving, points them in a
particular direction, and keeps them going. In educational context, motivation is
students’ desire to learn something. Without motivation, students will get
nothing. Motivation is the key of an effective learning. It is obvious that
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students’ enthusiasm and motivation will affect their behavior in class. Students
with high motivation tend to get higher achievement than students with lower
motivationTherefore, it is obvious that students’ motivation give big influence to
the teaching learning success.
b. Motivational Theories
Churchill (2011) states that there are four motivational theories and the
implications for learning.
Table 2.1 Motivational Theory
THEORY
IMPLICATIONS FOR
IMPLICATION FOR
MOTIVATION
LEARNING
Interest
Motivation is enhanced because
Learning is improved when
theory
the
students are highly engaged
students
values
the
experience or finds it important
with what they are being
taught
Self-efficacy
Motivation is enhanced because
Learning is improved when
theory
the student feel capable
students see themselves as
competent for the given task
Attribution
Motivation
is
enhanced
if
Learning is improved when
theory
students believe the outcome of
students associate success or
what they do is the result of the
failure with the effort they
effort they make.
make as opposed to their
‘ability’
Goal
Motivation is enhanced when the
Learning is improved when
orientation
value of understanding material
students want to understand
theory
presented is linked to students’
the material
personal objectives or value
Source : adapted from Churchill et al (2011)
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By using video as media, the theory of motivation that suitable is the
interest theory;motivation is enhanced because the students values the experience
or finds it important. Churchill (2011) states that students’ learning motivation is
increase because they have the interest to learn the subject because they find that
the subject taught is important. Video can help the students realize that they need
to understand the subject well because they need it, not because they have to.
“Learning is improved when students are highly engaged with what they are being
taught” Churcill (2011).
c. Factors that Influence Motivation
Gage (1984) states that motivation is a diffuseconcept and is often tied to
the other factors that influence the energy and direction of behavior. The factors
that influence motivation are interest, need, value, attitude, aspiration, and
incentive.
1) Motivation and interest
Students with an interest in a subject tend to pay a higher attention than
other students. Students with interest will fully aware and engage to the subject
that taught in the classroom. Students with interest have high level of attention,
sustained work output, and great satisfaction.
2) Motivation and need
Students with need are the student who lacks of something that a given
activity or outcome can provide. The student that needs achievementhave a higher
satisfaction of success requiring effort. Student with a need of affiliation is
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satisfied by friendly relationship with other persons. Students with a need of
dominance are satisfied by leadership, power, or control over other persons.
3) Motivation and value
A value is an orientation toward goals that considered important in one’s
life. There are some value types; the theoretical value or truth for itsbeauty for its
own sake, the political value or power for its own sake, the social value or the
welfare of other persons, and the religious value or persons primarily concerned
with people’s relationship to God.
4) Motivation and attitude
The students’ attitude towards something consists of their feelings for or
against what they hope that thing to be. Attitudes, like motives, arouse and direct
purposeful activity.
5) Motivation and aspiration
Students’ aspiration is students’ hope for a certain kind of achievement.
With certain level of aspiration, students will try and will make an effort to reach
the goal.
6) Motivation and incentive
Incentive is the students’recognition of having a capability of satisfying an
aroused motive. The students is motivated by curiosity have understanding or
knowledge as her incentive. If achievement is her motive, then success, honor,
and good grades will serve as her incentives.
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d. Types of Motivation
The willingness to learn something can come from students’ personal
motivation. Students will learn enthusiastically when they love the subject, have a
particular goal, or have a sense of independence. Motivation also builds by the
environment. A good teacher, a nice and clean classroom, good friends,
interesting books, or even nice weather can affect students’ motivation. Ormrod
(2011) states that all students are motivated in different way. One student may
have a big motivation in classroom subject matter.These students may actively
participate the activities that the teacher gives. The other student may have a big
motivation on the social side of school; he will attend the extracurricular activities
everyday but lacking motivation on classroom activities (p.362). There are two
kinds of motivation, extrinsic motivation and intrinsic motivation.
1) Intrinsic Motivation
Churcill (2011) states that intrinsic motivation is the will to do something that
appears because of knowledge, competency, or a sense of independence. So,
intrinsic motivation means that the motivation comes from the inner self of the
students. Motivation that comes from the students internally is more effective than
motivation that comes externally since it deals with students’ individual
satisfactory.Woolfolk (1980) describes intrinsic motivation as follows; when a
person is doing some interesting activities that makes the person missed a meal,
she will not realize that she is hungry until a friend ask her why she does not have
lunch.
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2) Extrinsic Motivation
Churchill (2011) says that extrinsic motivation is the desire to do something
that affected externally, for example school activities. So, extrinsic motivation
means that the motivation that the students get comes from stimulation from other
people or things. Students that do not having intrinsic motivation can be helped by
extrinsic motivation. To make students motivated, teacher can use an interesting
method or media.Woolfolk (1980) describes extrinsic motivation as a food that
sendsstimuli to a person that sees it to be hungry. Behavior isstarted by internal
and external stimuli, such as hunger. A person will not directly aware that she is
hungry, when she sees a food advertisement on TV or when she open a
refrigerator and sees some food, it will stimuli the person to feel hungry.
Motivation caused by external events or outside rewards that have nothing to do
with the learning situation is an extrinsic motivation, for example grades, points,
or other rewards for learning.
e. Indicators of Motivated Students
Teachers need indicators to know if the students are motivated or not.
Woolfolk (1990) states that motivated students take lesson activities seriously.
Motivated students try to understand and improve, not just finish the work to get
the grade. They pay attention, work hard, and persist, even if they are not
particularly interested in the topic
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According to Sadirman (2007), motivation can direct the students to do
some behaviors, which support the learning process. The behaviors can be seen
from some indicators of the students who are motivated in learning process.
1) The students become diligent in doing assignments.
2) The students do not give up easily when they find difficulties in learning one
particular subject. They will try their best to reach their goal.
3) The students show their interest in a certain activity. They also show their
enthusiasm to the activity when their motivation was improved.
4) The students will not be easily satisfied with their achievement.
Gage (1984) states that motivated students have a behavior as follows:
1) Attend to the teacher and other situational elements when attention is
required.
2) Begin tasks promptly and seek feedback concerning performance on tasks.
3) Return to tasks voluntarily after interruption or initial lack of progress.
4) Persist at task until completed and continues working when the teacher leaves
the room.
5) Does additional work during school hours and works on School-related
activities outside school hours.
6) Identifies activities that relevant for class projects and seeks suggestions for
going beyond minimum amount of work.
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2. Videos in language teaching
Sherman (2003) says that videos are all the kinds of program, which can be
normally seen at the cinema, on TV or DVD: feature films, documentaries,
commercials, game shown, etc. Nugent (2005) says that there are numbers of
teachers that use video to introduce a new topic, present content, provide
improvement and increase students’ understanding. Sherman (2003) states that
video used in all over the world for language teaching because the supply is
enormous, and the materials are very high quality, relatively cheap and constantly
renewed. Videos can take the learner almost everywhere and extend students’
interest beyond the walls of the classroom. Nowadays, videos are available on
almost every topic of every subject. Even, there are educational channels in
YouTube that post educational video every month.
a. Video for presentation
Presentation is one method that popular to use in the classroom. Smaldino
(2011) states that in presentation the speaker will present, dramatize, and
spreading information to the audience. There are some advantages and
disadvantages on using presentation to teach based on Smaldino (2011). The first
advantage is that teacher only needs to present the material once. Presentation will
be very useful to teach a big class. The other advantage is that the students can use
a taking-note strategy while listening to the teacher’s presentation. The
disadvantage of using presentation is not all of the students on the classroom will
give a positive response to the presentation given. Students also need to practice
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to take a note on important information from the presentation. A long presentation
will also be boring, because there is no interaction in presentation. Moreover, a
young learner usually has some difficulty on following a long presentation. To
present a material, teacher can use books, website, audio recorder, or video as the
media to minimalize the disadvantages above.
b. Benefits of using videos for the students
1) Cognitive
Smaldino (2011) says that colors, sounds, and movements in video can
build students’ character. Before the students watch the video, the teacher can ask
the students to read a book. The teacher can use the video as an introduction to a
topic. The video is expected to build students’ enthusiasm in reading a book or
find some new information from other sources that related to the topic.
2) Affective
Smaldino (2011) states that video has a big potential in building students’
personal and social life. There are dramatic messages inside every video. Video
can be a role model in the students’ life. The teacher can use video as a media to
build the students’ character.
3) Motoric
Video is powerful on showing how something happens. Many videos are
used in pre-activity in the classroom. The purpose of showing video as the preactivity in the classroom is to make sure that the students are ready to study.
Usually the video shows a simple exercise.
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4) Interpersonal
Smaldino (2011) says that while watching video, students will discuss the
video with their friends; this activity can increase their interpersonal ability. Video
can provoke the students to discuss the message that they get after watching the
video. Unconsciously they will discuss how the things on the video can happen or
can how to solve the problem that appears in the video.
c. Videos’ special features
Video has some special features that can also be categorized as the
function of video based on Smaldino (2011).
1) Virtual fieldtrip
Video can bring students to the place that impossible to visit. Video can
bring the Amazon or, North Pole to the classroom by video. Video can also bring
the students to safari trip to Africa. Teachers can bring those places to the
classroom with video.
2) Documentary
Video is the main tool to documented an actual event and represent it at the
classroom. Documentary video is a fact, not a fiction, or an actual event thata
fiction works. This kind of video can make the students experience historical
events around the world on the classroom.
3) Dramatize scene
Video has the ability to make students wonder when humanity drama
appears in front of them. Teachers can also bring the fiction work of some
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historical events to make the students touched. This kind of video will give a good
effect to the students’ affective field.
4) Story telling through video
A story can be amusing and informative. The ability of telling a story is
important for every student on every stage of age. This kind of video can increase
students’ creativity. A story telling video can also develop students’ ability on
writing, speaking, or producing something. Video can help the students to deliver
their ideas.
d. Motion Picture’s Special Value
Harcleroad (1977) states that there are some special values of motion
pictures. The most cited advantages of using motion pictures based on Harcleroad
are:
1) The students who experience difficulty in comprehending terms such as
electricity or nuclear fission through the verbal print medium will usually be
helped to achieve such understanding through viewing sound motion pictures
on these subjects.Harcleroad (1977) states that motion pictures communicate
effectively and directly without requiring much reading skill.
2) Harcleroad (1977) states that motion pictures aid in overcoming physical
barriers to human experiencing. Special motion pictures techniques such as
microphotography, photomicrography, telephotography, and animation,
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permit the viewing of actions in motion which the unaided human eye would
be incapable of perceiving.
3) Harcleroad (1977) states that motion pictures present action in continuity as it
occurs or as it can be purposely changed to provide some special visual
experiences essential to understanding. For example, motion pictures can
show action as it takes place normally, and they can speed up, slow down, or
freeze the action and show a still picture.
4) Harcleroad (1977) states that motion pictures enable us to recreate real or
imagined events, actions, or processes that have occurred, that may possibly
occur, or that may not even be capable of occurring in real life.
5) Harcleroad (1977) states that motion pictures can be basis for a discussion
that will lead to exchange of ideas and improved understanding of point of
view by presenting an experience that common to members of the same
group.
6) Harcleroad (1977) states that motion pictures can be useful in evaluating
students’ knowledge or their ability to analyze.
e. Media as a bridge of communication hurdles
Abdulhak (2013) states that video can help the teacher to minimize some
hurdles that might appear in the classroom, such as:
1) Verbalism
Verbalismhappens because of teacher’s disability on producing words that
can engage the students to be motivated. Sometimes a teacher needs a word to
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arouse the learning and teaching process. To make the students enthusiastic, the
teacher needs to use a method or a media that can be a communication bridge to
motivate the students
2) Referent Confusion
Referent confusion happens when the students receive a different concept
from the same teacher’s explanation. This teacher unable to avoid ambiguity and
can be dangerous for the students. This kind of referent confusion can also be
found in a reading activity. Sometimes the students cannot interpret the meaning
as what the author means. It will be dangerous if the student believes and clings
to the wrong things
3) Daydreaming
Daydreaminghappens when the students find something that more exciting
than the teacher’s explanation and leave what is less attractive. When students
find it more interesting to stare through the window than to the teachers, the
teacher needs to find a method or media that can help her to bridge this hurdle.
4) Not interesting teaching method
A teacher will lose the students if he did the same method over and over
again. The teacher can use a film, real model, chart, diagram tape recorder, or
television to transfer their idea to the students.
5) Physical uncomfortability
Creating a nice environment in the classroom is important. By setting the
class ‘facility, temperature, it will increase students’ mental activity.
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6) Unconsciousness
In the classroom, a teacher must avoid an abstract explanation or the students
will end the class and got nothing in mind.
f. Video’s special attribute
Video has some special attributes, some of them are time imitation and place
imitation states by Smaldino (2008)
1) Time imitation
Video enables the teacher to add or cut the duration taken to observe a
particular event. The teacher can also cut some parts of the video that do not need
to play on the classroom. Video can hold one important scene to be observed by
the students. Video can compress the time that needed in an event, for example on
the process of butterfly’s metamorphosis. Using videography time lapse, the
students can see the metamorphosis of butterfly in minutes.
2) Place imitation
Video make it possible to see the phenomena of macrocosmic or
microcosmic. Video make it possible to see the galaxy and another macro
landscapes. In another extreme point video can make it possible for us to see the
microscopic cells. Video make it possible to see some same events that happen in
different places. The teacher can bring African savannah, China great wall, the
sea, the zoo, the galaxy, the world into the classroom.
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g. Advantages and Restrictiveness of Video
Sudjarwo (1988) states that video as teaching media has some advantages
and some restrictiveness. Video can be used as teaching media effectively. It even
can be more effective if the video has a strong visual. Video has visual techniques
like animation, close up, and time lapse photography. Video can bring an event
that hard or even impossible to be seen in the classroom, for examples;
microscopic things, industrial process, or a past history. With the same material,
video makes the learning process better than a usual lecturing. Video stimulates
the students better than lecturing. Video can also be used to stimulate the students
to start a discussion or a debate.
There are some restrictiveness that also mentioned by Sudjarwo (1988).
The use of video is not right when it is used as an entertainment in the classroom.
Using video as teaching media is not an easy decision. Video cannot be used in
the classroom to make the students keep quiet. The teacher has to make a review
and comment on the video. The teacher also needs to explain and analyze the
video together with the students.
Smaldino (2012) states some advantages of using videos on the classroom
are.
1) Motion
Video helps the students with the motion picture. It helps the students to
understand a concept better. Smaldino (2011) states that moving images have an
obvious advantage over still visuals in portraying concepts and processes in which
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motion is essential to learning, for examples in Newton’s law of motion, erosion,
and metamorphosis.
2) Risk-free observation
Video allows learners to observe phenomena that might be too dangerous to view
directly, for examples an eclipse of the sun, a volcanic eruption, or warfare. The
students can still witness a dangerous disaster and learn from that.
3) Dramatization
Smaldino (2011) states that dramatic recreations bring historical events and
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THE ROLES OF VIDEOS TO MOTIVATE JUNIOR HIGH SCHOOL
STUDENTSTO LEARN ENGLISH
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the SarjanaPendidikan Degree
in English Language Education
By
ValentinaDanova
Student Number:101214043
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2014
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THE ROLES OF VIDEOS TO MOTIVATE JUNIOR HIGH SCHOOL
STUDENTSTO LEARN ENGLISH
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the SarjanaPendidikan Degree
in English Language Education
By
ValentinaDanova
Student Number:101214043
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTEMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2014
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A SarjanaPendidikanThesis on
THE ROLES OF VIDEOS TO MOTIVATE JUNIOR HIGH SCHOOL
STUDENTS TO LEARN ENGLISH
By
ValentinaDanova
Student Number: 101214043
Approved by
Advisor
Barli Bram M.Ed., Ph.D.
Date 23 October 2014
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To Henny and Markus Oemar
Two of the best teachers
To Valentino Dhaka
My biggest motivation
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work
or parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.
Yogyakarta, 23 October2014
The writer
ValentinaDanova
101214043
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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA
ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata
Dharma:
Nama
NomorMahasiswa
: ValentinaDanova
: 101214043
Demi pengembangan ilmu pengetahuan, saya memberikan kepada
Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
THE ROLES OF VIDEOS TO MOTIVATE JUNIOR HIGH SCHOOL
STUDENTS TO LEARN ENGLISH
Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikan di Internet dan
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalty kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya
Dibuat di Yogyakarta
Padatanggal :23 October 2014
Yang menyatakan
ValentinaDanova
vi
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ABSTRACT
Danova, Valentina. 2014. The Roles of Video to Motivate Junior High School
Students to Learn English. Yogyakarta: The English Language Study Program,
Sanata Dharma University.
Teaching English to EFL students is challenging. It is because Indonesian
studentslack of motivation in learning English because of their own mind set that
English is a difficult and terrifying subject. Motivation is an important thing in the
learning and teaching process. Students will not get maximum results if they do
not have any motivation to learn. One of the easiest ways to motivate the students
is by increasing their enthusiasm and media is one thing that can increase the
students’ enthusiasm. Video is already used in all over the world because these
days educational video is easy to use and can be easily downloaded for free.
This research aimed to find how videos increase students’ motivation and
the roles of videos in motivating students to learn English. From the researcher
experience it was found that students’ motivation in learning English in SMPK
Mater Dei Probolinggo was low and the teachers have not used modern media
effectively. In this thesis the researcher formulated two questions. The first
question was “howdo videos increase junior high school students’ learning
motivation?” and the second was “what are the roles of videos in motivating
students to learn English?”
To solve the research problems, the researcher conducted survey research.
The research was conducted in SMPK Mater Dei Probolinggo and the participants
of this research were 29 students of class 7C and 30 students of 7D in academic
year 2013/2014. The researcher used questionnaires to get the data about the
students’ perspective on the use of video as teaching media and how it affects
their motivation. The researcher also used field note to gather some data from the
observation. The researcher conducted the observation two times in each class.
The first observation was held to find the students’ behavior before the teacher
used the videos as teaching media. Before the second observation, the researcher
gave the teacher a set of teaching material and three videos that were used in the
class. The second observation was conducted to find the students’ behavior when
the teacher used video as teaching media.
From the research results, the researcher found that the video helped the
students increase their motivation in learning English. From the questionnaire and
the observation result, the researcher found four steps of how videos
increasedstudents’ motivation and also found five roles of videos in the
classroom. Video also helped the teacher to grab the students’ attention and
helped the students to understand the subject taught better.
Keyword: students’ motivation, visual media, roles of video
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ABSTRAK
Danova, Valentina. 2014. The Roles of Video to Motivate Junior High School
Students to Learn English. Yogyakarta: The English Language Study Program,
Sanata Dharma University.
Mengajar Bahasa Inggris kepada murid EFL sangat lah menantang. Hal
ini terjadi karena motivasi belajar bahasa inggri smurid Indonesia masih perlu
ditingkatkan. Hal ini terjadi karena pola piker para siswa bahwa bahasa inggri
sadalah mata pelajaran yang susah dan menyeramkan. Motivasi adalah hal yang
sangat penting dalam proses belajar dan mengajar. Siswa tidak akan
mendapatkan hasil yang maksimal jika mereka tidak mempunyai motivasi belajar.
Salah satu paling mudah untuk memotivasisiswa adalah dengan meningkatkan
gairah mereka dalam belajar dan media adalah salah satu hal yang dapat
meningkatkan gairah belajar mereka. Video sudah digunakan di seluruh dunia
karena sekarang video pendidikan sangat mudah untuk digunakan dan diungguh
secara gratis.
Penelitian ini bertujuan untuk mencari peran video dalam memotivasi
siswa untuk belajar bahasa inggris. Dari pengelaman peneliti, ditemukan bahwa
motivasi siswa dalam mempelajari Bahasa Inggris di SMPK Mater Dei
Probolinggo masih rendah dan guru pengajar belum menggunakan media
modern secara efektif. Dalam skripsi ini, peneliti merumuskan dua rumusan
masalah. Yang pertam aadalah “bagaimana video meningkatkan motivasi belajar
siswa?” dan yang kedua adalah “apa saja peran video dalam memotivasi siswa
untuk belajar bahasa inggris?”
Untuk menjawab rumusan masalah tersebut, peneliti melakukan penelitian
survei. Penelitian diselenggarakan di SMPK Mater Dei Probolinggo dan
partisipan dari penelitian ini adalah 29 siswa dari kelas 7C dan 30 siswa dari
kelas 7D di tahun ajaran 2013/2014. Peneliti menggunakan kuisioner untuk
mendapatkan data mengenai perspektif siswa mengenai penggunaan video
sebagai media pembelajaran dan bagaimana video mempengaruhi motivasi
mereka. Peneliti juga menggunakan field note untuk merekam hasil observasi
.Observasi dilaksanakan dua kali di setia pkelas. Observasi yang pertama
dilakukan untuk mengetahui perilaku asli siswa. Observasi kedua dilakukan untuk
mengetahui perilaku siswa setelah guru menggunakan video sebagai media
pembelajaran.
Dari hasil penelitian, peneliti menemukan bahwa video dapat membantu
siswa untuk meningkatkan motivasi belajar mereka dalam belajar bahasa inggris.
Dari hasil kuisioner dan observasi, peneliti menemukan empat langkah
bagaimana video dapat meningkat kan motivasi belajar siswa dan juga
menemukan lima peran video yang ditemukan di dalam kelas. Video juga dapat
membantu guru untuk mendapatkan perhatian siswa dan membantu siswa untuk
memahami subjek pelajaran yang diajarkan lebih baik.
Kata kunci: students’ motivation, visual media, roles of video
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ACKNOWLEDGEMENTS
First I would like to express my deepest gratitude to my Jesus Christ for
the unlimited blessing, for taking care of me every day, for the strength, and for
His protection. And I would like to thank my Mother Mary for always praying
for me so I can finish this thesis.
I would like to express my special thanks to my advisor,Barli Bram for
his time andguidance from the very beginning until I finish this thesis.
I want to thank my family,Bapak, Ibuk, andAdek Dhaka that always
mention my name in their prayer. I thank them for always show me how much
they love me.They are the best.
I also want to thank my besties, Memei, Lina, Nitnot, Regita, Wara,
andOkis for the unlimited love, support, and care, for always cheering me up.And
for Gustav,I want to thank you for always being there for me, for all of the
support, andfor always giving whatever I need to make me happy everyday.
Lastly, I want to thankOline, Anya, and Septi,for proofreading my thesis
and giving me some suggestion on it and forMbakDhaniekfor the patience in
helping me prepare everything I need in these four years.
I want to thank everybody who helped me in finishing this thesis, whose
names cannot be mentioned one by one.
ValentinaDanova
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TABLE OF CONTENTS
TITLE PAGE ........................................................................................................ i
APPROVAL PAGES ........................................................................................... ii
DEDICATION PAGE .........................................................................................iv
STATEMENT OF WORK’SORIGINALITY ....................................................v
PERNYATAAN PERSETUJUAN PUBLIKASI ................................................... vi
ABSTRACT ....................................................................................................... vii
ABSTRAK.......................................................................................................... viii
ACKNOWLEDGEMENTS ................................................................................ix
TABLE OF CONTENTS ..................................................................................... x
LIST OF TABLES ............................................................................................. xii
LIST OF APPENDICES.................................................................................... xiii
CHAPTER I.INTRODUCTION ..........................................................................1
A. Research Background ................................................................................. 1
B. Research Problems ...................................................................................... 4
C. Problem Limitation ..................................................................................... 4
D. Research Objectives.....................................................................................5
E. Research Benefits ....................................................................................... 5
F. Definition of Terms.....................................................................................6
CHAPTER II. REVIEW OF RELATED LITERATURE ..................................8
A. Theoretical Description ............................................................................... 8
1. Students’ Motivation for Learning ....................................................... 8
Definition of Motivation ..........................................................................8
Motivational theories ............................................................................... 9
Factors that influence motivation .......................................................... 10
Types of Motivation ...............................................................................12
Indicators of Motivated Students ........................................................... 13
2. Videos on Language Teaching ............................................................ 15
Video for Presentation ............................................................................ 15
Benefits on Using Videos for the Students ............................................ 16
Videos’ Special Feature .......................................................................... 17
Motion pictures’ special value................................................................. 18
Media as a bridge of communication hurdles ......................................... 19
Videos’ Special Attribute .......................................................................21
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Advantages and Restrictiveness of Video ...............................................21
B. Theoretical Framework .............................................................................. 27
CHAPTER III. METHODOLOGY ..................................................................... 29
A.
B.
C.
D.
E.
F.
Research Method ....................................................................................... 29
Research Setting .........................................................................................30
Research Participants ................................................................................. 30
Research Instrument and Data Gathering Techniques .............................. 31
Data Analysis Technique............................................................................ 32
Research Procedures .................................................................................. 32
CHAPTER IV. RESEACH RESULT AND DICSUSSION ............................... 34
A.
B.
C.
D.
The Effect of Using Video as a Teaching Media........................................ 36
Students’ Behavior Towards Media Used.................................................. 46
How Video Increase Students’ Learning Motivation .................................51
The Roles of Video on Motivating Students ............................................. 55
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS...................... 63
A. Conclusions..................................................................................................63
B. Recommendations .......................................................................................65
REFERENCES .................................................................................................... 68
APPENDICES .....................................................................................................70
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LIST OF TABLES
1.
2.
3.
4.
5.
6.
Motivational Theories ................................................................................... 9
7C Questionnaire Result .............................................................................. 36
7D Questionnaire Result .............................................................................. 37
Questionnaire formula ................................................................................. 38
7C Observation Sheet .................................................................................. 47
7D Observation Sheet .................................................................................. 48
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LIST OF APPENDICES
1.
2.
3.
4.
5.
6.
7.
Questionnaire .......................................................................................... 71
7C Questionnaire Result ......................................................................... 73
Questionnaire Result .............................................................................. 74
7C Observation Sheet ............................................................................. 75
7D Observation Sheet ............................................................................. 76
Selection Rubric: Video ......................................................................... 77
Observation Pictures ............................................................................... 79
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CHAPTER I
INTRODUCTION
This chapter provides the background information of this thesis. It consists of
the research background, research problem, problem limitation, research
objective, research benefits, and definition of terms used in this thesis.
A. Research Background
Teaching English to EFL students is challenging. English teachers in
Indonesia mostly have a difficulty in motivating the students. It is because
Indonesian students have alack of motivation in learning, especially in English
subject. EFL students are accustomed to speaking in their mother tongue and
should learn a new language that is completely different. In Indonesia, English is
one of the most terrifying subjects for the students. Indonesian students think that
English is difficult. It is not easy to change their mind set. Students need a new
method to learn English in an interesting and motivating way so they will learn
English happily. The researcher believes that students’motivation has a big role
instudents’achievement, that is why a teacher should be able to organize teaching
and learning activities; they have to deliver the materials by using a suitable
method. The teacher should also master the lesson well. The teacher should have a
good and an interesting technique to introduce English for them, so that the
students will be interested and motivated to learn English. Teachers have the duty
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to help the students increase students’ motivation, because, asOrmrod (2011)
states, students’ motivation plays an important role in the learning process.
Ormrod (2011) statesthat motivation is something that energizes, directs, and
sustains behavior; it gets students moving, points them in a particular direction,
and keeps them going. Without motivation, students will obtain nothing. It is
obvious that students’ enthusiasm and motivation will affect their behavior in
class. Students that have low motivation in learning English tend to be ignorant
and do not focus on the lesson given. Students who have high enthusiasm and
motivation in learning something will tend to get higher achievement. Therefore,
it is obvious that students’ motivation gives big influence to the teaching learning
success.
There are two kinds of motivation, extrinsic and intrinsic motivation.
Churchill (2011) states that extrinsic motivation is the desire to do something
thatis affected externally, for example school activities. Intrinsic motivation is the
will to do something that appear because of knowledge, competency, or a sense of
independence (p. 116). The willingness to learn something can come from
students’ personal motivation. Students will learn enthusiastically when they love
the subject, have a particular goal, or have a sense of independence. Motivation is
also built by the environment. A good teacher, a nice and clean classroom, good
friends, some interesting books, or even nice weather can affect students’
motivation. Ormrod (2011) states that all students are motivated in different way.
One student may have high motivation in classroom subject matter, these students
may actively participate some activities that the teacher gave. The other student
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may have high motivation in the social side of school; he will attend the
extraculicular activities everyday but have lack motivation in classroom activities
(p.362).
In the previous paragraph, there are two kinds of motivation, intrinsic
motivation and extrinsic motivation. Although students’ motivation can grow
personally,the teacher should help them to increase their motivationin learning
English. Extrinsic motivation can come from many things around the students.
Classroom activities, classroom atmosphere, books provided and even teachers’
motivation can affect student’s motivationin learning English. Because teacher
cannot predict classroom atmosphere or their mood, the teacher can use media.
The teacher can use the modern media to increase students’ enthusiasm in
learning. These days, educational videos are easy to find. An educational video
that issuitable for media on teaching English to EFL students can easily be found
at youtube.com and can be downloaded easily.
Videos will increase students’ motivation more effective than other media,
because videos have moving scene that is attractive for them. Smaldino (2008)
states that video makes an effective learning and teaching process. It is because a
video has a big impact for the students’ emotion. It is good for their personal and
intrapersonal building (p. 142). Other than increasing students’ motivation in
learning English, videos also let the students observe a phenomenon that is too
dangerous to be seen live such as volcano eruption, tsunami, a scene of a war, and
other scene thatis impossible to be brought to the class. Videosalso give the
students new information; the student could see some culture from many
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places.Video will also give the class skill and creativity in learning, because from
watching a video, students will give feedback for their own knowledge.
B. Research Problems
In this thesis the researcherformulates the following questions;
1) How do videos increase junior high school students’ motivation?
2) What are the roles of videos in motivating junior high school students to learn
English?
C. Problem Limitation
The study focuses on discovering how videos increase students’ motivation
and what are the roles of videos in motivating junior high school students to learn
English. The research focuses on 29 students of 7C class and 30 students of 7D
class of SMPK Mater Dei Probolinggo in academic year 2013/2014. The
researcher will apply the use of videoin learning procedure text. The researcher
will conduct the observation two times in each class. The use of video as teaching
media is expected to increase students’ motivation in learning English.
D. Research Objectives
The researcher does the research to find out how videos increase students’
motivation and the roles of videos in motivating junior high school students to
learn English.
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E. Research Benefits
This study is expected to bring beneficial result for:
a. English Teacher of SMPK Mater Dei Probolinggo
This research helps the teachers of SMPK Mater Dei Probolinggo to find
the best way to help the students to increase their motivationin learning
English.
b. Students of SMPK Mater Dei Probolinggo
This research is aimed to solve students’ problemin learning English. The
findings of this research will help the students of Mater Dei Junior High
School to increase their motivation.
c. Students of English Language Education Study Program of Sanata
Dharma University.
This research is also beneficial for students of English Language
Education Study Program of Sanata Dharma University as future English
teachers. The research findings can help the future teachers to know what kind of
media can be used to increase students’ motivationin learning English.
F. Definition of Terms
In this part the researcher provides some definition of terms that is used in this
thesis.
1. Role
Role is a behavior that is expected by people from someone that has a status,
Horton (1993).Differentsociety concludes, organizes, and gives reward to their
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activities in a different way. Role is affected by a social condition extrinsically or
intrinsically and is stable, but the impact might be different from what is expected
because of some reasons. Therefore the role of video means a behavior thatis
expected by people from the video. The behavior here is expected to influence the
students in some ways.
2. Motivation
“Motivation is something that energizes, directs, and sustains behavior; it
gets students moving, points them in a particular direction, and keeps them
going.”Ormrod (2011).Churcill (2011) describes motivation as a person’s internal
instigation and direction that influences their behavior. In educational context,
motivation is students’ desire to learn something. Motivation will push the
students to learn something. A motivated student has higher desire in learning
than unmotivated students.
3. Intrinsic motivation
Churcill (2011) states that intrinsic motivation is the will to do something that
appears because of knowledge, competency, or a sense of independence. Intrinsic
motivation means that the motivation comes from the inner self of the students.
Motivation that comes from the students internally is more effective than
motivation that comes externally since it deals with students’ individual
satisfactory.
4. Extrinsic motivation
Churchill (2011) says that extrinsic motivation is the desire to do something
that is affected externally, for example school activities. Extrinsic motivation
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means that the motivation that the students have comes from stimulation from the
other people or things. Students thatdo not have intrinsic motivation can be
helped by extrinsic motivation. The students will have extrinsic motivation when
they are stimulated by something to do a certain activity.
5. Video
Videos are all the kinds of program which can be normally seen at the
cinema, on TV or DVD: featured films, documentaries, commercials, game
shows, etc.Shermen (2003).Nugent (2005) says that there are numbers of teachers
that use video to introduce a new topic, present content, provide improvement
and increase students’ understanding. Sherman (2003) states that videos used in
all over the world for language teaching because the supply is enormous and the
materials are very high quality, relatively cheap and constantly renewed.
Nowadays video can be used as an effective teaching media because it has some
advantages and it can be easily downloaded online.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter consists of theories related to the topic of the research. There are
two sections in this chapter. The first section is the theoretical description and the
second section is the theoretical framework.
A. Theoretical Description
In this section the researcher states some theories that will be used in this thesis.
1. Students’ Motivation for Learning
Brophy (1988) states that student’s motivation to learn is a student’s
tendency to find academic activities meaningful and worthwhile, and to try to
derive the intended academic benefits from them. When students are motivated to
learn, they take their academic work seriously and try to get most of it.
a.Definition of Motivation
Ormrod (2011) finds that the word motivation comes from a Latin word
‘movere’ which means to set in motion. Churcill (2011) describes motivation as
a person’s internal instigation and direction that influences their behavior. In
other hand,Ormrod (2011) describes motivation as something that energizes,
directs, and sustains behavior; it gets students moving, points them in a
particular direction, and keeps them going. In educational context, motivation is
students’ desire to learn something. Without motivation, students will get
nothing. Motivation is the key of an effective learning. It is obvious that
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students’ enthusiasm and motivation will affect their behavior in class. Students
with high motivation tend to get higher achievement than students with lower
motivationTherefore, it is obvious that students’ motivation give big influence to
the teaching learning success.
b. Motivational Theories
Churchill (2011) states that there are four motivational theories and the
implications for learning.
Table 2.1 Motivational Theory
THEORY
IMPLICATIONS FOR
IMPLICATION FOR
MOTIVATION
LEARNING
Interest
Motivation is enhanced because
Learning is improved when
theory
the
students are highly engaged
students
values
the
experience or finds it important
with what they are being
taught
Self-efficacy
Motivation is enhanced because
Learning is improved when
theory
the student feel capable
students see themselves as
competent for the given task
Attribution
Motivation
is
enhanced
if
Learning is improved when
theory
students believe the outcome of
students associate success or
what they do is the result of the
failure with the effort they
effort they make.
make as opposed to their
‘ability’
Goal
Motivation is enhanced when the
Learning is improved when
orientation
value of understanding material
students want to understand
theory
presented is linked to students’
the material
personal objectives or value
Source : adapted from Churchill et al (2011)
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By using video as media, the theory of motivation that suitable is the
interest theory;motivation is enhanced because the students values the experience
or finds it important. Churchill (2011) states that students’ learning motivation is
increase because they have the interest to learn the subject because they find that
the subject taught is important. Video can help the students realize that they need
to understand the subject well because they need it, not because they have to.
“Learning is improved when students are highly engaged with what they are being
taught” Churcill (2011).
c. Factors that Influence Motivation
Gage (1984) states that motivation is a diffuseconcept and is often tied to
the other factors that influence the energy and direction of behavior. The factors
that influence motivation are interest, need, value, attitude, aspiration, and
incentive.
1) Motivation and interest
Students with an interest in a subject tend to pay a higher attention than
other students. Students with interest will fully aware and engage to the subject
that taught in the classroom. Students with interest have high level of attention,
sustained work output, and great satisfaction.
2) Motivation and need
Students with need are the student who lacks of something that a given
activity or outcome can provide. The student that needs achievementhave a higher
satisfaction of success requiring effort. Student with a need of affiliation is
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satisfied by friendly relationship with other persons. Students with a need of
dominance are satisfied by leadership, power, or control over other persons.
3) Motivation and value
A value is an orientation toward goals that considered important in one’s
life. There are some value types; the theoretical value or truth for itsbeauty for its
own sake, the political value or power for its own sake, the social value or the
welfare of other persons, and the religious value or persons primarily concerned
with people’s relationship to God.
4) Motivation and attitude
The students’ attitude towards something consists of their feelings for or
against what they hope that thing to be. Attitudes, like motives, arouse and direct
purposeful activity.
5) Motivation and aspiration
Students’ aspiration is students’ hope for a certain kind of achievement.
With certain level of aspiration, students will try and will make an effort to reach
the goal.
6) Motivation and incentive
Incentive is the students’recognition of having a capability of satisfying an
aroused motive. The students is motivated by curiosity have understanding or
knowledge as her incentive. If achievement is her motive, then success, honor,
and good grades will serve as her incentives.
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d. Types of Motivation
The willingness to learn something can come from students’ personal
motivation. Students will learn enthusiastically when they love the subject, have a
particular goal, or have a sense of independence. Motivation also builds by the
environment. A good teacher, a nice and clean classroom, good friends,
interesting books, or even nice weather can affect students’ motivation. Ormrod
(2011) states that all students are motivated in different way. One student may
have a big motivation in classroom subject matter.These students may actively
participate the activities that the teacher gives. The other student may have a big
motivation on the social side of school; he will attend the extracurricular activities
everyday but lacking motivation on classroom activities (p.362). There are two
kinds of motivation, extrinsic motivation and intrinsic motivation.
1) Intrinsic Motivation
Churcill (2011) states that intrinsic motivation is the will to do something that
appears because of knowledge, competency, or a sense of independence. So,
intrinsic motivation means that the motivation comes from the inner self of the
students. Motivation that comes from the students internally is more effective than
motivation that comes externally since it deals with students’ individual
satisfactory.Woolfolk (1980) describes intrinsic motivation as follows; when a
person is doing some interesting activities that makes the person missed a meal,
she will not realize that she is hungry until a friend ask her why she does not have
lunch.
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2) Extrinsic Motivation
Churchill (2011) says that extrinsic motivation is the desire to do something
that affected externally, for example school activities. So, extrinsic motivation
means that the motivation that the students get comes from stimulation from other
people or things. Students that do not having intrinsic motivation can be helped by
extrinsic motivation. To make students motivated, teacher can use an interesting
method or media.Woolfolk (1980) describes extrinsic motivation as a food that
sendsstimuli to a person that sees it to be hungry. Behavior isstarted by internal
and external stimuli, such as hunger. A person will not directly aware that she is
hungry, when she sees a food advertisement on TV or when she open a
refrigerator and sees some food, it will stimuli the person to feel hungry.
Motivation caused by external events or outside rewards that have nothing to do
with the learning situation is an extrinsic motivation, for example grades, points,
or other rewards for learning.
e. Indicators of Motivated Students
Teachers need indicators to know if the students are motivated or not.
Woolfolk (1990) states that motivated students take lesson activities seriously.
Motivated students try to understand and improve, not just finish the work to get
the grade. They pay attention, work hard, and persist, even if they are not
particularly interested in the topic
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According to Sadirman (2007), motivation can direct the students to do
some behaviors, which support the learning process. The behaviors can be seen
from some indicators of the students who are motivated in learning process.
1) The students become diligent in doing assignments.
2) The students do not give up easily when they find difficulties in learning one
particular subject. They will try their best to reach their goal.
3) The students show their interest in a certain activity. They also show their
enthusiasm to the activity when their motivation was improved.
4) The students will not be easily satisfied with their achievement.
Gage (1984) states that motivated students have a behavior as follows:
1) Attend to the teacher and other situational elements when attention is
required.
2) Begin tasks promptly and seek feedback concerning performance on tasks.
3) Return to tasks voluntarily after interruption or initial lack of progress.
4) Persist at task until completed and continues working when the teacher leaves
the room.
5) Does additional work during school hours and works on School-related
activities outside school hours.
6) Identifies activities that relevant for class projects and seeks suggestions for
going beyond minimum amount of work.
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2. Videos in language teaching
Sherman (2003) says that videos are all the kinds of program, which can be
normally seen at the cinema, on TV or DVD: feature films, documentaries,
commercials, game shown, etc. Nugent (2005) says that there are numbers of
teachers that use video to introduce a new topic, present content, provide
improvement and increase students’ understanding. Sherman (2003) states that
video used in all over the world for language teaching because the supply is
enormous, and the materials are very high quality, relatively cheap and constantly
renewed. Videos can take the learner almost everywhere and extend students’
interest beyond the walls of the classroom. Nowadays, videos are available on
almost every topic of every subject. Even, there are educational channels in
YouTube that post educational video every month.
a. Video for presentation
Presentation is one method that popular to use in the classroom. Smaldino
(2011) states that in presentation the speaker will present, dramatize, and
spreading information to the audience. There are some advantages and
disadvantages on using presentation to teach based on Smaldino (2011). The first
advantage is that teacher only needs to present the material once. Presentation will
be very useful to teach a big class. The other advantage is that the students can use
a taking-note strategy while listening to the teacher’s presentation. The
disadvantage of using presentation is not all of the students on the classroom will
give a positive response to the presentation given. Students also need to practice
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to take a note on important information from the presentation. A long presentation
will also be boring, because there is no interaction in presentation. Moreover, a
young learner usually has some difficulty on following a long presentation. To
present a material, teacher can use books, website, audio recorder, or video as the
media to minimalize the disadvantages above.
b. Benefits of using videos for the students
1) Cognitive
Smaldino (2011) says that colors, sounds, and movements in video can
build students’ character. Before the students watch the video, the teacher can ask
the students to read a book. The teacher can use the video as an introduction to a
topic. The video is expected to build students’ enthusiasm in reading a book or
find some new information from other sources that related to the topic.
2) Affective
Smaldino (2011) states that video has a big potential in building students’
personal and social life. There are dramatic messages inside every video. Video
can be a role model in the students’ life. The teacher can use video as a media to
build the students’ character.
3) Motoric
Video is powerful on showing how something happens. Many videos are
used in pre-activity in the classroom. The purpose of showing video as the preactivity in the classroom is to make sure that the students are ready to study.
Usually the video shows a simple exercise.
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4) Interpersonal
Smaldino (2011) says that while watching video, students will discuss the
video with their friends; this activity can increase their interpersonal ability. Video
can provoke the students to discuss the message that they get after watching the
video. Unconsciously they will discuss how the things on the video can happen or
can how to solve the problem that appears in the video.
c. Videos’ special features
Video has some special features that can also be categorized as the
function of video based on Smaldino (2011).
1) Virtual fieldtrip
Video can bring students to the place that impossible to visit. Video can
bring the Amazon or, North Pole to the classroom by video. Video can also bring
the students to safari trip to Africa. Teachers can bring those places to the
classroom with video.
2) Documentary
Video is the main tool to documented an actual event and represent it at the
classroom. Documentary video is a fact, not a fiction, or an actual event thata
fiction works. This kind of video can make the students experience historical
events around the world on the classroom.
3) Dramatize scene
Video has the ability to make students wonder when humanity drama
appears in front of them. Teachers can also bring the fiction work of some
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historical events to make the students touched. This kind of video will give a good
effect to the students’ affective field.
4) Story telling through video
A story can be amusing and informative. The ability of telling a story is
important for every student on every stage of age. This kind of video can increase
students’ creativity. A story telling video can also develop students’ ability on
writing, speaking, or producing something. Video can help the students to deliver
their ideas.
d. Motion Picture’s Special Value
Harcleroad (1977) states that there are some special values of motion
pictures. The most cited advantages of using motion pictures based on Harcleroad
are:
1) The students who experience difficulty in comprehending terms such as
electricity or nuclear fission through the verbal print medium will usually be
helped to achieve such understanding through viewing sound motion pictures
on these subjects.Harcleroad (1977) states that motion pictures communicate
effectively and directly without requiring much reading skill.
2) Harcleroad (1977) states that motion pictures aid in overcoming physical
barriers to human experiencing. Special motion pictures techniques such as
microphotography, photomicrography, telephotography, and animation,
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permit the viewing of actions in motion which the unaided human eye would
be incapable of perceiving.
3) Harcleroad (1977) states that motion pictures present action in continuity as it
occurs or as it can be purposely changed to provide some special visual
experiences essential to understanding. For example, motion pictures can
show action as it takes place normally, and they can speed up, slow down, or
freeze the action and show a still picture.
4) Harcleroad (1977) states that motion pictures enable us to recreate real or
imagined events, actions, or processes that have occurred, that may possibly
occur, or that may not even be capable of occurring in real life.
5) Harcleroad (1977) states that motion pictures can be basis for a discussion
that will lead to exchange of ideas and improved understanding of point of
view by presenting an experience that common to members of the same
group.
6) Harcleroad (1977) states that motion pictures can be useful in evaluating
students’ knowledge or their ability to analyze.
e. Media as a bridge of communication hurdles
Abdulhak (2013) states that video can help the teacher to minimize some
hurdles that might appear in the classroom, such as:
1) Verbalism
Verbalismhappens because of teacher’s disability on producing words that
can engage the students to be motivated. Sometimes a teacher needs a word to
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arouse the learning and teaching process. To make the students enthusiastic, the
teacher needs to use a method or a media that can be a communication bridge to
motivate the students
2) Referent Confusion
Referent confusion happens when the students receive a different concept
from the same teacher’s explanation. This teacher unable to avoid ambiguity and
can be dangerous for the students. This kind of referent confusion can also be
found in a reading activity. Sometimes the students cannot interpret the meaning
as what the author means. It will be dangerous if the student believes and clings
to the wrong things
3) Daydreaming
Daydreaminghappens when the students find something that more exciting
than the teacher’s explanation and leave what is less attractive. When students
find it more interesting to stare through the window than to the teachers, the
teacher needs to find a method or media that can help her to bridge this hurdle.
4) Not interesting teaching method
A teacher will lose the students if he did the same method over and over
again. The teacher can use a film, real model, chart, diagram tape recorder, or
television to transfer their idea to the students.
5) Physical uncomfortability
Creating a nice environment in the classroom is important. By setting the
class ‘facility, temperature, it will increase students’ mental activity.
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6) Unconsciousness
In the classroom, a teacher must avoid an abstract explanation or the students
will end the class and got nothing in mind.
f. Video’s special attribute
Video has some special attributes, some of them are time imitation and place
imitation states by Smaldino (2008)
1) Time imitation
Video enables the teacher to add or cut the duration taken to observe a
particular event. The teacher can also cut some parts of the video that do not need
to play on the classroom. Video can hold one important scene to be observed by
the students. Video can compress the time that needed in an event, for example on
the process of butterfly’s metamorphosis. Using videography time lapse, the
students can see the metamorphosis of butterfly in minutes.
2) Place imitation
Video make it possible to see the phenomena of macrocosmic or
microcosmic. Video make it possible to see the galaxy and another macro
landscapes. In another extreme point video can make it possible for us to see the
microscopic cells. Video make it possible to see some same events that happen in
different places. The teacher can bring African savannah, China great wall, the
sea, the zoo, the galaxy, the world into the classroom.
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g. Advantages and Restrictiveness of Video
Sudjarwo (1988) states that video as teaching media has some advantages
and some restrictiveness. Video can be used as teaching media effectively. It even
can be more effective if the video has a strong visual. Video has visual techniques
like animation, close up, and time lapse photography. Video can bring an event
that hard or even impossible to be seen in the classroom, for examples;
microscopic things, industrial process, or a past history. With the same material,
video makes the learning process better than a usual lecturing. Video stimulates
the students better than lecturing. Video can also be used to stimulate the students
to start a discussion or a debate.
There are some restrictiveness that also mentioned by Sudjarwo (1988).
The use of video is not right when it is used as an entertainment in the classroom.
Using video as teaching media is not an easy decision. Video cannot be used in
the classroom to make the students keep quiet. The teacher has to make a review
and comment on the video. The teacher also needs to explain and analyze the
video together with the students.
Smaldino (2012) states some advantages of using videos on the classroom
are.
1) Motion
Video helps the students with the motion picture. It helps the students to
understand a concept better. Smaldino (2011) states that moving images have an
obvious advantage over still visuals in portraying concepts and processes in which
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motion is essential to learning, for examples in Newton’s law of motion, erosion,
and metamorphosis.
2) Risk-free observation
Video allows learners to observe phenomena that might be too dangerous to view
directly, for examples an eclipse of the sun, a volcanic eruption, or warfare. The
students can still witness a dangerous disaster and learn from that.
3) Dramatization
Smaldino (2011) states that dramatic recreations bring historical events and