THE IMPLEMENTATION OF PARTICIPATION POINT SYSTEM IN A SENIOR HIGH SCHOOL ENGLISH TEACHING.
THE IMPLEMENTATION OF PARTICIPATION
POINT SYSTEM IN A SENIOR HIGH SCHOOL
ENGLISH TEACHING
A Research Paper
Submitted to the Department of English Education of Faculty of Language and Arts Education of Indonesia University of Education as a Partial Fulfillment of the
Requirements for Sarjana Pendidikan Degree
Pia Zakiyah
0902575
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF LANGUAGE AND ARTS EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
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THE IMPLEMENTATION OF PARTICIPATION
POINT SYSTEM IN A SENIOR HIGH SCHOOL
ENGLISH TEACHING
Oleh
Pia Zakiyah
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Program Studi Pendidikan Bahasa Inggris
Fakultas Pendidikan Bahasa dan Seni
© Pia Zakiyah 2014
Universitas Pendidikan Indonesia Januari 2014
Hak Cipta dilindungi undang-undang
Skripsi ini tidak boleh diperbanyak seluruhnya atau sebagian,
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PIA ZAKIYAH
THE IMPLEMENTATION OF PARTICIPATION POINT SYSTEM
IN A SENIOR HIGH SCHOOL ENGLISH TEACHING
APPROVED BY:
Main Supervisor
Prof. Dr. Nenden Sri Lengkanawati, M.Pd. NIP. 195111241985032001
Co-Supervisor
Riesky, S.Pd., M.Ed. NIP. 198105252005011002
Head of Department of English Education Faculty of Language and Arts Education
Indonesia University of Education
Prof. Dr. H. Didi Suherdi, M.Ed. NIP. 196211011987121001
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ABSTRACT
Student’s passivity could be seen as a non-involvement from the students to the learning activities in the classroom. When the students are passive, they isolate themselves from the classroom interaction. To motivate the passive students to be active, Participation Point System (PPS) could be implemented as one of the solutions. This research paper was conducted to investigate the implementation of Participation Point System in a senior high school English teaching. This research paper employed a qualitative case study. The participants of this research paper were 35 students of 11th grade in one of senior high school in Bandung. The data were collected through observation, questionnaires and interview. The findings show that the PPS was implemented by the teacher through a series of activities:
asking the students’ attention; telling the students about the PPS; giving
instructions to the students regarding how to participate and get the points; giving the learning materials; giving chances to students to answer and ask questions or share ideas; giving the points after the students participate in the learning
activities; and listing the students’ participation points in the point list. The PPS was beneficial for the teacher in gaining students' attention, making class atmosphere interesting and interactive, motivating most of the students to be confident in using English and assessing the students’ scores. However, it was found that the students had high participation but low cognition, they tended to frequently forget what they had learned even though they were able to apply or review what they had got. Thus, the learning activities were fun but also forgettable. In addition, there were several learning activities the teacher found it difficult to make the low proficiency students to be confident to participate, preparing appropriate questions to be adjusted with the learning material difficulty level and giving an equitable opportunity for all students to participate. Moreover, nearly all of the students responded positively to the PPS implementation. From their perception, the PPS helped them to participate actively, learn English better, enhance their confidence, be more competitive, focus in the learning process, and enrich their vocabulary. However, at the same time they found it difficult in competing with their friends because they have to perform in front of the class with a good English fluency.
Keywords: participation points, participation point system, student participation, English teaching.
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ABSTRAK
Kepasifan siswa dapat dilihat sebagai ketidakterlibatan siswa di dalam aktivitas pembelajaran di dalam kelas. Ketika siswa pasif, mereka mengisolasi diri mereka dari interaksi kelas. untuk memotivasi siswa yang pasif menjadi aktif. Sistem Poin Partisipasi (PPS) dapat diimplementasikan sebagai salah satu solusinya. penelitian ini dilakukan untuk menginvestigasi implementasi PPS di pengajaran Bahasa Inggris pada jenjang sekolah menengah atas. penelitian ini menggunakan studi kasus dengan metode kualitatif. Partisipan dari penelitian ini adalah 35 siswa kelas 11 di salah satu SMA di Bandung. Data dikumpulkan melalui observasi, kuisioner dan interview. Ditemukan bahwa PPS diimplementasikan oleh guru melalui satu rangkaian aktivitas: meminta perhatian siswa; memberi tahu siswa tentang PPS; memberi instruksi kepada siswa terkait cara untuk berpartisipasi untuk mendapatkan poin; memberikan merti pembelajaran; memberikan kesempatan kepada siswa untuk menjawab dan bertanya atau pun berbagi ide; memberi poin setelah muris berpartisipasi; dan mendaftar poin yang diterima siswa. PPS berguna untuk guru dalam mendapatkan perhatian dari siswa, membuat suasana kelas menjadi menarik dan interaraktif, memotivasi sebagian besar siswa untuk percaya diri dalam menggunakan Bahasa Inggris, dan untuk menilai nilai siswa. Bagaimana pun juga, ditemukan bahwa partisipasi yang tinggi memiliki kemampuan kognisi yang rendah, dalam artian siswa cenderung melupakan apa yang mereka pelajari walaupun mereka mampu menggunakan materi yang mereka dapatkan. Aktivitas pembelajaran menyenangkan tetapi mudah untuk dilupakan. Terdapat beberapa kesulitan bagi guru untuk membuat siswa dengan kemampuan rendah untuk percaya diri berpartisipasi, menyiapkan pertanyaan yang cocok dengan level kesulitan materi, serta memberikan kesempatan yang adil bagi seluruh siswa. Di lain sisi, sebagian siswa merespon positif terhadap implementasi PPS. PPS menolong mereka untuk aktif berpartisipasi, belajar Bahasa Inggris lebih baik, meningkatkan percaya diri, lebih konpetitif, fokus dalam proses pembelajaran, dan memperkaya kosa kata. Di saat yang sama mereka merasa kesulitan untuk berkompetisi dengan rekannya karena mereka harus tampil di depan kelas dengan Bahasa Inggris yang fasih.
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TABLE OF CONTENTS
PAGE OF APPROVAL ... i
STATEMENT OF AUTHORIZATION ... ii
PREFACE ... iii
ACKNOWLEDGMENTS ... iv
ABSTRACT ... v
TABLE OF CONTENTS ... vi
LIST OF TABLES ... ix
LIST OF CHARTS AND FIGURES ... x
LIST OF APPENDICES ... xi
CHAPTER I: INTRODUCTION ... 1
1.1Background of the Research ... 1
1.2Research Questions ... 3
1.3Purposes of the Research ... 3
1.4Significance of the Study ... 3
1.5Research Methodology ... 4
1.6Clarification of Terms ... 4
1.7Organization of Paper ... 5
CHAPTER II: LITERATURE REVIEW ... 7
2.1Definition of the Participation Point System ... 7
2.2Related Aspects in the Participation Point System ... 8
2.2.1 Student Participation ... 8
2.2.2 Student Motivation ... 14
2.2.3 Active Learning and Learning Engagement ... 17
2.2.4 Reward ... 18
2.3The Settings of Participation Point System Implementation ... 19
2.3.1 English Teaching ... 19
2.3.2 English Teaching in Indonesia ... 19
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2.4Challenges of Participation Point System ... 24
2.4.1 Passive Students vs. Active Students ... 24
2.5Related Research Reports ... 26
2.6Concluding Remarks ... 27
CHAPTER III: RESEARCH METHODOLOGY ... 28
3.1Research Problem ... 28
3.2Research Design ... 28
3.2.1Participants ... 29
3.2.2Data Collection ... 29
3.2.2.1Instruments ... 29
3.2.2.1.1Observation ... 29
3.2.2.1.2Interview ... 30
3.2.2.1.3Questionnaire ... 31
3.2.2.2Data Collection Procedure ... 34
3.2.3Data Analysis ... 34
3.2.3.1Observation Analysis ... 34
3.2.3.2Interview Analysis ... 35
3.2.3.3Questionnaire Analysis ... 35
3.3Concluding Remarks ... 36
CHAPTER IV: FINDINGS AND DISCUSSION ... 37
4.1The Ways Participation Point System (PPS) was Implemented in a Senior High School English Teaching ... 37
4.1.1Data from Observation ... 37
4.1.2Data from Interview ... 40
4.2The Benefits and Difficulties of Implementing the Participation Point System (PPS) in a Senior High School English Teaching ... 43
4.2.1The Benefits ... 43
4.2.1.1Data from Observation ... 43
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4.2.2The Difficulties ... 45
4.2.2.1Data from Observation ... 45
4.2.2.2Data from Interview ... 46
4.3The Students’ Responses to the Implementation of the Participation Point System (PPS) in a Senior High School English Teaching ... 47
4.3.1General Responses ... 47
4.3.1.1Data from Observation ... 47
4.3.1.2Data from Interview ... 48
4.3.1.3Data from Questionnaire ... 49
4.3.2The Benefits from the Students’ Point of View ... 53
4.3.3The Difficulties from the Students’ Point of View ... 55
4.4Concluding Remarks ... 56
CHAPTER V: CONCLUSION ... 57
5.1Conclusion ... 57
5.2Suggestions ... 58
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LIST OF TABLES
Table 2.1 Classroom Structures which Encourage Student Participation ... 12
Table 3.1 The Questionnaire Framework... 31
Table 3.2 The Questionnaire Response Coding ... 32
Table 3.3 The Example of Coding Spreadsheet ... 32
Table 3.4 The Example of Data Display (Table) ... 33
Table 3.5 The Framework of the Percentage Interpretation ... 36
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LIST OF CHARTS AND FIGURES
Chart 3.1 The Example of Data Display ... 33
Chart 4.1 Students’ Positive Responses to the Implementation of PPS ... 50
Figure 2.1 Student Participation Framework ... 11
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LIST OF APPENDICES
APPENDIX A – Research Instruments: 1.Observation Sheet 2.Teacher Interview Sheet 3.Student Interview Sheet 4.Student Questionnaire Sheet APPENDIX B – Data from Observations APPENDIX C – Data from Teacher Interview APPENDIX D – Data from Student Interviews APPENDIX E – Data from Student Questionnaires APPENDIX F – The List of Student Participation Points APPENDIX G – Close-Ended Questionnaire Analysis APPENDIX H – Open-Ended Questionnaire Analysis APPENDIX I – Administration Documents
APPENDIX J – Pictures of Documentation APPENDIX K – About the Author
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CHAPTER I INTRODUCTION
This chapter presents the introduction of the research. This chapter consists of the discussion of the background of the research, the research questions, the purposes of the research, the significance of the research, the research methodology, the data collection procedure, the data analysis, the clarification of terms, and the organization of the paper. The discussion of the points above is elaborated in the following sections.
1.1 Background of the Research
Dealing with students’ motivation might be one of the biggest challenges for some teachers, especially when the students are lack of learning motivation. It is in line with Green-Demers, Legault, & Pelletier (2006), that the lack of motivation condition in learning activities is also one of the most noticeable academic problems in adolescence. They further stated that this condition can lead to frustration, learning dissatisfaction and influence student productivity. Furthermore, this condition is assumed to lead to student passivity.
Student passivity could be seen as a noninvolvement from the students to the learning activities in the classroom. It remains a learning obstacle in the classroom (Frederick, 1987, p.45). Kusal, Manit, & Somarika (2009) said that in term of improvement and chances, the students who are passive remain inferior to those who are active. According to their research, student passivity is addressed
not only for students who only listen to the teacher’s talk in the classroom or
remain silent during the teaching and learning process, but also for those who do not want to be involved in a group randomly, those who are unwilling to study, those who have no motivation and commitment, and those who do not participate to share their ideas (Kusal, Manit, & Somarika, 2009).
To avoid and obliterate the student passivity in classroom, the teacher could give an encouragement and compliment to elicit the positive effort of the students (Setiyadi, 2006, p.18) through student participation. Thus, the teacher
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should give opportunities to trigger responses of student participation until they succeed (Christison & Murray, 2011, p.147).
Student participation is one of the important parts in the teaching and learning process. According to Rogoff (1997, p. 272) the students who participate actively could transform their responsibility understanding to prepare to be engaged in learning activities. Therefore, as cited in Crombie et al. (2003, p.51), Sadker & Sadker (1994) stated that the participation of the students becomes one of the elements to result a positive and effective learning experience.
The student participation would be effective only when the students are motivated (Jeffrey, 2004, p.54). Thus, the teacher should have various strategies to make the students keep curious, enthusiastic and motivated to participate during the learning process. One of the expected strategies to give them opportunities to participate is implementing a Participation Point System (PPS) in the classroom (Hadley, 1997).
PPS is a useful and simple method developed by Hadley (1997). It has been developed to motivate the passive students to be active to speak English. PPS was also adapted by Jeffrey (2003). He believed that it could solve the problem in English classroom communication, such as student passivity. He further stated that this technique is very effective and simple to encourage students to be active. Another adaptation was also made by Croxall (2010). He had also used similar PPS. He further said that by making the students prepared, it was expected to help the students to stay engaged. The focus of this method was not about giving points for every correct answer or acceptable grammar, but the students' motivation to participate in learning English. Hence, this method did not focus on the skill, but only the participation.
To see whether the PPS could be implemented in high school Indonesian learning environment, the implementation of this method was investigated. Moreover, the investigation dealt with how this method was implemented in a senior high school English teaching, what are the benefits and difficulties in using the PPS, and what are the high school students’ responses to the PPS in senior
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1.2 Research Questions
The research tried to answer these following questions.
a. In what ways is the Participation Point System (PPS) implemented in a senior high school English teaching?
b. What are the benefits and difficulties of implementing the PPS in a senior high school English teaching?
c. What are the high school students’ responses to the implementation of the PPS in a senior high school English teaching?
1.3 Purposes of the Research
The research was intended to find out the information related to the implementation of Participation Point System in English class of high school students. The research tried to figure the information related to these notions.
a. Finding out the Participation Point System implementation in a senior high school English teaching.
b. Identifying the benefits and difficulties of implementing Participation Point System in senior high school English teaching.
c. Describing the high school students’ responses to the implementation of the Participation Point System in senior high school English teaching.
1.4 Significance of the Research
There are two major points of significance which are expected from this research as follows:
1.4.1 Theoretical significance
The exploration of the implementation Participation Point System in a senior high school English teaching is expected to contribute to theoretical frameworks adopted in teacher education programs.
1.4.2 Practical significance
In the practical perspective, it is expected that the research can provide insightful considerations for teachers. The research can hopefully help them to identify the information about the implementation of PPS in English classes. The
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teachers could have new ideas to explore the strategies and techniques in using PPS in the English classes.
1.5 Research Methodology
This study was a qualitative research which consists of interpretations and descriptions rather than numbers. This research focused on understanding, describing and clarifying the implementation of Participation Point System. According to Dörnyei (2007, p. 126), he stated that qualitative research emphases on understanding, describing and clarifying a human experience. The design of this qualitative research was a case study design. A variety of data collection such as observation, interview, and also questionnaires were combined in order to enrich the data. The participants were the 11th graders of one of senior high school in Bandung. The class of the participants consisted of 35 students. In analyzing the data, the recordings of observation and interview was transformed into a textual form. The data were also interpreted and discussed. Overall, to collect the data, researcher employed some procedural steps: exploring some principles and theories related to the research; observing the implementation of PPS; interviewing the teacher and students; deploying the questionnaires to the students; organizing, interpreting and analyzing the data obtained; discussing the interpreted data; and constructing conclusion.
1.6 Clarification of Terms
To avoid misunderstanding of the problem of the investigation, the following terms were clarified as follows.
1. Participation Point System
Participation Point System (PPS) in this research is the method used by the teachers to encourage students to participate actively in English teaching. This method uses points to score down the involvement of students in the learning activity.
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2. Student participation
Student participation in this research is the way students involved in English teaching to engage with the set of learning activity given by the teacher. The participation of the students is shown by answering and asking questions, or giving opinions–as a part of their interest and keenness.
3. English Teaching
English teaching in this research is the process where English subject is taught by the teacher to the students.
1.7 Organization of the Paper
This paper is organized into five chapters as follows: Chapter I : Introduction
This chapter presents the introduction of the research which underpins the concern of the investigation. This chapter consists of the discussion of the background of the research, the research questions, the purposes of the research, the significance of the research, the research methodology, the clarification of terms, and the organization of the paper.
Chapter II : Literary Review
Related theories and literature are consisted in this chapter. These serve as the basis to investigate the research problems. This chapter explains the relation between this present study and existing researches that have been conducted. It covers the literature reviews about the definition of the Participation Point System, the principals in the Participation Point System, the settings of Participation Point System implementation, the challenges of Participation Point System, and the related research reports.
Chapter III : Research Methodology
The discussion of the methodology and the procedure in conducting the research are presented in this chapter. It includes the preparation stages, procedures, instruments, and method.
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Chapter IV : Findings and Discussion
This chapter reports data presentation and the interpretation. Chapter V : Conclusions
This chapter concludes the study findings and contains the suggestions to practitioners (teachers) and other researchers who want to continue the study.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the method used in conducting the research. It contains the research problems and the research design. The research design includes the participants, the data collection and the data analysis. The last section involves the concluding remarks of this chapter.
3.1 Research Problems
This research was purposed to find out the information related to the implementation of Participation Point System in a senior high school English teaching. Hence, this research focused to investigate:
1. In what ways is the Participation Point System implemented in a senior high school English teaching?
2. What are the benefits and difficulties of implementing the PPS in a senior high school English teaching?
3. What are the high school students‟ responses to the implementation of the PPS in a senior high school English teaching?
3.2 Research Design
This study was a qualitative research which consists of interpretations and descriptions rather than numbers. In line with Dörnyei (2007, p. 24), the data in qualitative research are non-numerical and then the data would be analyzed by non-statistical methods. This research included open-ended results from the data collection procedures. It involved a mixture of documents from field notes, transcripts and recordings.
This research focused on understanding, describing and clarifying the implementation of Participation Point System. It is in accordance with Dörnyei (2007, p. 126), he stated that qualitative research emphases on understanding, describing and clarifying a human experience. To focus on those procedures, the
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element in this qualitative research was flexible, ongoing, yet purposive. And it required a detailed and vivid analysis to reveal the investigated data.
The design of this qualitative research was a case study design. According
to Stake (1995, p.xi) as cited in Dörnyei (2007, p.151), the case study is “the study of the particularity and complexity of a single case”. In addition, Jack (2008)
stated that “the qualitative case study is an approach to research that facilitates exploration of a phenomenon within its context using a variety of data sources”. The type of case study which was used in this research is the intrinsic case study. In this case study, a variety of data collection such as observation, interview, and also questionnaires would be combined in order to enrich the data. Thus, this case study was a suitable method to gather and organize the data to get the understanding of the Participation Point System implementation in a detailed description.
3.2.1 Participants
The research was conducted in one of high schools in Bandung. The participants were the 11th graders. The class of the participants consisted of 35 students.
In selecting the suitable school, there were two main reasons: the study was allowed by the school regulations and the English teacher agreed to use the Participation Point System in the English teaching.
3.2.2 Data Collection 3.2.2.1Instruments
The data were taken from the learning activities of the 11th grade of high school. To get the data, there were several instruments employed in this study. The instruments were observation, interview, and questionnaire.
3.2.2.1.1 Observation
Observation was used to find out the information in the implementation, the benefits and the difficulties of PPS in a high school English teaching, and also
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classroom were observed and identified. There were five meetings for the observation. During this observation, the participant was the observer herself.
In doing the try out, the pre-observation was executed. The observer helped the teacher in preparing the media needed for the PPS implementation in the teaching process. Meanwhile, the observations were videotaped in order to give additional information for the missed ones.
Some field-notes were taken from the observation sheet. The observation sheet was developed based on all the research questions. It included two aspects, such as the PPS implementation and students‟ response to the PPS implementation. Since the benefits and difficulties of PPS implementation might have been unpredictable, it was noted with other things found during the observations.
3.2.2.1.2 Interview
Interviews were used to explore the teacher‟s point of view and the students‟ responses to the implementation of PPS in the senior high school English teaching. The interviews were also aimed to identify the benefits and difficulties which were faced by the teacher and the students. The interviews were conducted to the teacher and the students of the English class after the PPS has been implemented. The interviews were taped and transcribed. Those were conducted informally, in order to make the interviewees feel comfortable in sharing their experience, feeling and view of the PPS that had been implemented.
As cited in Dörnyei (2007, p. 134), Miller and Crabtee (1999) said that the interview involves etiquettes, participant role expectations, turn-takings, and shared cultural knowledge. There are several types of interview, such as focus group and typical qualitative interview. Nevertheless, in this research the typical qualitative interviews were used. The typical qualitative interviews include one-to-one conversation between the interviewer and interviewee. Furthermore, for the typical qualitative interviews, the semi-structured interviews were used. In the semi-structured interviews, even though there were prepared questions to be asked, but the interviewees were encouraged to elaborate their answers.
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3.2.2.1.3 Questionnaire
Questionnaire was used to investigate the students‟ response toward the implementation of the PPS in a senior high school English teaching. The questionnaires consisted of close-ended and open-ended questions. The questionnaires were expected to help the researcher in exploring more information related to this study.
The types of questionnaires which were deployed in this research were close-ended and open-ended questionnaires. The close-ended questionnaires consisted of at four choices for each participant to answer the questions (Part A). On the other hand, choices were not provided in the open-ended questionnaires (Part B). Therefore, each participant was allowed to contribute their own opinion to the questions given.
This questionnaire form consists of 24 questions with the following framework as follows:
Table 3.1 The Questionnaire Framework
Aspects Part Number Total
Students‟ perceptions to the implementation of Participation Point System in a senior high school English teaching
A 1 - 5 5
B 1 - 3 3
Students‟ perceptions to the benefits of the implementation of Participation Point System in a senior high school English teaching
A 6 - 15
11
B 4
Students‟ perceptions to the difficulties of the implementation of Participation Point System in a senior high school English teaching
A 16 - 19 4
B 5 1
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In answering the close-ended questionnaires, each participant should choose „strongly agree‟, „agree‟, „disagree‟ or „strongly disagree‟ to each question provided. Since the questionnaires were paper questionnaires, the data were transferred manually into a spreadsheet. The spreadsheet might look like the framework below:
Table 3.2 The Questionnaire Response Coding
Response Category Code
Strongly Agree 1
Agree 2
Disagree 3
Strongly Disagree 4
Table 3.3 The Example of Coding Spreadsheet
Student Questionnaires
Q1 Q2 Q3 Q4 Q5
S1 1 3 1 1 1
S2 2 3 3 4 4
S3 1 2 2 4 4
S4 1 1 1 1 4
S5 2 2 1 1 4
In this example, it could be seen that Student 1 (S1) strongly agreed on questions 1 (Q1), 3 (Q3), 4 (Q4), 5 (Q5) and disagreed on question 2. Student 2 agreed on questions 1 (Q1), disagreed on question 2 (Q2) and 3 (Q3), and strongly disagreed on question 4 (Q4) and 5 (Q5). The same procedure was applied to the other responses of the students.
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After all the data of the questionnaires transferred into the spreadsheet, to get the accurate findings the data were checked once again. Then, the tables or graph were set to display the data. The example as follows:
Table 3.4 The Example of Data Display (Table)
Question 1:
Saya menyukai cara guru mengajar dengan menggunakan poin partisipasi di kelas. (I like the way the teacher uses the participation points in the learning activity.)
Response Number of respondents
Strongly Agree 3
Agree 2
Disagree 0
Strongly Disagree 0 Based on five respondents
Chart 3.1 The Example of Data Display
In this example, it could be identified that how many students selected each response were calculated. For the question 1 (Q1), there are three students who strongly agreed and two students who agreed. The same procedure was
0 1 2 3 4
Strongly Agree Agree Disagree Strongly Disagree
Number of students
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3.2.2.2Data Collection Procedures
In collecting the data, researcher employs several procedural steps as follows: a. Exploring some principles and theories related to the research: student
engagement, learning motivation, and participation point system.
b. Observing the implementation of Participation Point System, first to fifth meeting, where the researcher took part in investigating the learning situation and activities.
c. Deploying the questionnaires to the students after the fifth meeting. d. Interviewing the teachers
e. Organizing, interpreting and analyzing the data obtained f. Discussing the interpreted data
g. Constructing conclusion
3.2.3 Data Analysis
After the data have been collected, the procedure in analyzing the data includes several steps as follows.
3.2.3.1Observation Analysis
First, the data from the observation field-notes were analyzed. The analysis was based on the aspects related to the research questions. Thus, the information related to the implementation of the Participation Point System in a senior high school English teaching, the benefits and difficulties of using the method, and the
high school students‟ responses to the method were identified.
Then, the recordings of observations were transformed into a textual form. The observation videotapes were interpreted to add some information if there were any missed information in the field-notes.
The next process of analyzing the data was identifying and grouping the transcribed data. It involved coding or labeling process for the data of observation. The aim of a qualitative coding technique is to simplify or reduce the data whereas underlining particular features to connect the data to the broader concepts (Dörnyei, 2007, p. 250). This coding process included reading and reflecting the
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transcripts, and also writing down the thoughts of the data into some notes or memos. In this process, the data were also interpreted and discussed. The discussion was about what information the data was telling and what the meaning of the information was in terms of the research questions.
The final process of the observation analysis was drawing conclusions. To make the conclusions, all of the interpreted data were perceived into the generated patterns. After that, the main outline that had been acquired was elaborated.
3.2.3.2Interview Analysis
To analyze the data of the interview, the transcribed data were identified. Just like the data of the observation, the data of the interview were analyzed by reading and reflecting the transcript. The data were also reduced to focus on the investigated aspects. Then, the data were interpreted and discussed before drawing conclusions based on the research questions.
3.2.3.3Questionnaire Analysis
The data of the questionnaires were divided into two parts: Part A and Part B. Part A consisted of the close-ended questions and Part B consisted of the open-ended questions. The data from the close-ended questions were calculated to get the percentage of how many students who strongly agreed, agreed, disagreed, and strongly disagreed to the statements in the questionnaire. To find the percentage of each aspect, the formula used as follows:
To interpret each percentage, the framework below was used:
Percentage = Number of respondents who choose the answers (fo) x 100 Total respondents (n)
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Table 3.5 The Framework of the Percentage Interpretation
Percentage Finding
00.00% None
00.15% - 24.99% A few students
25.00% - 49.99% Nearly half of the students
50.00% Half of the students
50.01% - 74.99% More than half of the students 75.00% - 99.99% Nearly all of the students
100% All of the students
On the other hand, the data of the open-ended questions were classified and labeled into the similar answers among the students. After the data had been classified and labeled, the analysis continued into discussion and conclusion.
3.3 Concluding Remarks
This chapter has explained the research problems and the research design which includes the participants, the data collection and the data analysis. The following chapter describes the findings and discussion.
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CHAPTER V CONCLUSION
This chapter presents the conclusion of the research and suggestions for further research. It is drawn from the interpretation of the findings and discussion in the previous chapter.
5.1 Conclusion
In conclusion, Participation Point System (PPS) can be implemented as one of the strategies to give the students opportunities to participate in English teaching and learning process. The result of the study shows that PPS was implemented by the teacher through a series of activities: asking the students’ attention; telling the students about the PPS; giving instructions to the students how to participate and get the points; giving the learning materials; giving chances to students to answer and ask questions or share ideas; giving the points after the students participate in
the learning activities; and listing the students’ participation points in the point
list. In implementing the PPS, the teacher can do some modifications regularly to make the students keep engaged to the teaching and learning activity.
By implementing PPS, gaining students’ attention will be easier for the
teacher. The teacher can make the class atmosphere more interesting and interactive. Furthermore, the teacher is able to motivate most of the students to be confident in using English so the students will participate actively. It will be also
easier for teacher to assess the students’ scores.
However, in implementing the PPS there may be several difficulties related to the interaction between the teacher and the students. At first the teacher may try hard to make some students to be confident to participate, especially if the students who are not fluent in using English (low proficiency students). There will also be a lot of efforts in preparing appropriate questions to be adjusted with the learning material difficulty level. The teacher might also find it hard to give equitable opportunities for all the students to participate in the learning activity.
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participation framework. In this study, it was concluded that the teacher mostly implemented PPS with low cognition-high participation activities. Thus, the students tended to frequently forget what they had learned even though the students were able to apply or review what they had got. The learning activities were fun but also forgettable.
Nearly all of the students responded positively to the implementation of PPS. From the students’ point of view, PPS implementation makes the English learning more fun and interesting. Almost all of the students stated that PPS implementation makes the students actively participate and it also motivates them to learn English better. It also helps them to enhance their confidence and make them more competitive. Moreover, the students stated that PPS implementation helps them to focus in the learning process and enrich their vocabulary because they have to speak in English.
On the other hand, there are also some negative perceptions from the students related to their difficulties in experiencing the PPS implementation in the first time. From the students’ point of view, they found it difficult in competing with their friends even though they are enthusiastic towards it. They also found it difficult in performing in front of the class with a good fluency. The use of English to participate in the learning activity makes the students who are not fluent in using English become nervous, unconfident and afraid to make mistake.
5.2 Suggestions
From this research, there are some suggestions for the next researchers and teachers who are interested to the PPS implementation. The next researchers who are interested to the PPS implementation are suggested to focus on other aspects in English teaching and learning process. The next researchers can investigate the PPS implementation on other variables with different media and learning materials. The next researchers are also suggested to make the quantitative research to see how effective the PPS implementation motivates the students to be active in the learning activity.
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For the teachers, there are several procedures which should be given attention before, during and after the PPS is implemented. Before implementing the PPS, it will be better if teachers try to find out further information about PPS in order to be well prepared. The teachers can prepare the media to be more interesting and adjust the difficulty level of learning materials with given the participation points. It is recommended for the teacher to use high cognition and high participation activity planning in the teaching process. During the implementation of the PPS, the teachers have to pay attention to the students’ responses. Some modifications might be needed in line with the vary students’ characteristics in the class. After implementing the PPS, the teachers have to review and evaluate whether the PPS implementation should be continued or not by considering related factors.
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REFERENCES
Anderson, G. A. (2007). Education space 360. Retrieved December 28, 2013, from Becoming an active rather than a passive student:
http://www.educationspace360.com/index.php/becoming-an-active-rather-than-a-passive-student-10-28212/
Bergquist, W., & Phillips, S. (1989). Classroom communication. Madison, WI: Magna Publication.
Bess, D. A., & Bess, M. (2002). A participation point system good for every task.
Japan Association for Language Teaching , 160-166.
Brewster, C., & Fager, J. (2000). Increasing student engagement and motivation: From time-on-task to homework . Oregon: Northwest Regional Educational Laboratory.
Brown, H. D. (2001). Teaching by principles: An interactive approach to
language pedagogy second edition. New York: Addison Wesley Longman, Inc.
Christison, M., & Murray D. E., (2011). What English language teachers need to know Volume I: Understanding learning. New York: Routledge.
Craig, P., & Sarlo, R. (2013). Improving adolescent literacy: An RTI implementation guide. New York: Routledge.
Crombie, G., Pyke, S. W., Silverthorn, N., Jones, A., & Piccinin, S. (2003). Students' perceptions of their classroom participation and instructor as a function of gender and context. The Journal of Higher Education Volume 74, Number 1, January/February, 51-76.
Croxall, B. (2010, May 5). How to grade students' class participation. Retrieved June 21, 2013, from The chronicle of higher Education:
http://chronicle.com/blogs/profhacker/how-to-grade-students-class-participation/23726
Daigon, A. (1967). Theory, practice, and effective teaching of English. National Council of Teachers of English , 67-81.
(32)
61
D'Amico, J. J. (1980). Reviving student participation. Educational Leadership Journal , 44-46.
Dörnyei, Z. (2007). Research Methods in Applied Linguistics. Oxford: Oxford University Press.
Emelo, R. (2013). Engage passive learners. Chief Learning Officer , 30-33.
Frederick, P. J. (1987). Student involvement: Active learning in large classes. New Directions for Teaching and Learning, no 32, 45-56.
Geldard, K., & Geldard, D. (2010). Counselling adolescents - The proactive approach for Young People 3rd Edition. London: SAGE Publications Ltd. Green-Demers, I., Legault, L., & Pelletier, L. (2006). Why do high school
students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support. Journal of Educational Psychology Vol. 98, No. 3, 567–582.
Griffiths, C. (2008). Lessons from good language learners. Cambridge: Cambridge University Press.
Hadley, G. (1997). Encouraging oral communication in the EFL classroom. Paper Presented at the Niigata University General Education and Language Research Group. Niigata City, Japan. Retrieved May 27, 2013, from
http://www.nuis.ac.jp/~hadley/publication/partpoints/participations.htm Hanrahan, L. (2005). Teaching English in the secondary school. Virginia: George
Mason University.
Harmer, J. (2007). The practice of English language teaching (4th Ed.). Essex: Pearson Education Limited.
Himmele, P., & Himmele, W. (2011). Total participation techniques : making every student an active learner. Alexandria: ASCD.
Hughes, S. A. (2005). What we still don't know about teaching race: how to talk about it in the classroom. New York: Edwin Mellen Press.
Jack, P. B. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report Volume 13 Number 4 , 544-559.
(33)
62
Jeffrey, D. M. (2003). Participation points system to encourage classroom communication. The Internet TESL Journal Vol. IX, No. 8, August 2003, Asia University (Tokyo, Japan). Retrieved May 25, 2013, from
http://iteslj.org/Techniques/Jeffrey-PointsSystem.html
Jeffrey, D. M. (2004). A participation points system to help passive students communicate. CELE Journal, Number Twelve, 53-63.Retrieved on June 10, 2013. From: http://www.asia-u.ac.jp/cele/cele_celejournal_2004.htm Jeffrey, D. M. (2005). A motivational participation points system. JALT 2004
Conference Proceedings. Tokyo: JALT, 1196-1202
Jones, L. (2007). The student-centered classroom. Cambridge: Cambridge University Press. Retrieved: December 20, 2013, from
http://www.cambridge.org/other_files/downloads/esl/booklets/Jones-Student-Centered.pdf
Kaplan, P. S. (2004). Adolescence. Boston: Houghton Mifflin Company. Kingwell, G., & Clarke, D. (2002). English as a second language - ESL senior
high school guide to implementation. Alberta: Alberta Learning.
Krashen, S. D. (1985). The input hypothesis: Issues and implications. New York: Longman Inc.
Kusal, P., Manit, P., & Somarika, S. (2009). Passive student characteristics and suggestions. Language learners performance from lectures’ perspective. Retrieved: October 19, 2013, from http://beautopics.blogspot.com/2010/07/ passive-student-characteristics-and.html
Littlewood, W. (2008). Foreign and second language learning. Cambridge: Cambridge University Press.
Lightbown, P. M., & Spada, N. (2006). How languages are learned (3rd Ed.).
Oxford: Oxford University Press.
Lukito, Y. (2011, July 9). Teaching learning English and teaching learning other
subjects: What’s the difference? Retrieved December 2, 2013 from
Mappling.com: http://www.mappling.com/discussion-forum/post/1539405 Manley, C. (2005). The impact of tangible rewards on student behavior,
(34)
63
Newmann, F. M. (1986). Priorities for the future: Toward a common agenda. Social Education, 50(4), 240–250.
Oxford, R. L. (1996). Language learning strategies around the world: Cross-cultural perspectives, Issue 13. Honolulu: Natl Foreign Lg Resource Ctr. Paulson, D. R., & Faust, J. L. (2010, December 30). Active learning for the
college classroom. Retrieved June 15, 2013, from California State University: http://www.calstatela.edu/dept/chem/chem2/Active/#authors Paterson, K. (2005). 55 teaching dilemmas: Ten powerful solutions to almost any
classroom challenge. Ontario: Pembroke Publishers.
Pasassung, N. (2003). Teaching English in an “acquisition-poor environment”: An ethnographic example of a remote Indonesian EFL classroom. Sydney: Department of Linguistics University of Sydney.
Porter, L. (2000). Student behaviour: Theory and practice for teachers second edition. Sydney: Allen & Unwin.
Reijerink, A. R. (2013, April 1). Passive learning and the role of fear in Indonesian class rooms. Retrieved June 27, 2013, from Kang Guru:
Promoting Quality Pedagogy and Praxis:
http://kangguru.me/2013/04/passive-learning-and-the-role-of-fear-in-indonesian-class-rooms/
Rogoff, B. (1997). Evaluating development in the process of participation: Theory, methods, and practice building on each other. Change and Development: Issues of Theory, Method, and Application , 265-286. Rosyidah, A. (2012, 7 4). Some considerations to implement English for young
learner (EYL) in Indonesian society. Retrieved November 23, 2013, from http://bdksurabaya.kemenag.go.id/file/dokumen/eyl1.pdf
Ryder, P. (2009, January 19). The challenges of teaching. Retrieved September 3, 2013, from Teaching challenges: reflection of teaching, innovative practices and the implementation of learning technologies in the classroom: http://www.teachingchallenges.com/2009/01/challenges-of-teaching.html Setiyadi, A. B. (2006). Teaching English as a foreign language. Yogyakarta:
(35)
64
Smith, H. A. (2007). Teaching adolescents: Educational psychology as a science of signs. Toronto: University of Toronto Press.
Sunggingwati, D., & Nguyen, H. T. (2013). Teachers’ questioning in reading lessons: A case study in Indonesia. Electronic Journal of Foreign Language Teaching , 80-95.
Tsukamoto, M., & Tsujioka, N. (2013). Teaching English through English to senior high school students in Japan: Towards the implementation of the new course of tudy. The Bulletin of Shitennoji University , 309-324. Turner, J. C., & Patrick, H. (2004). Motivational influences on student
participation in classroom learning activities. Teachers College Record Volume 106, Number 9 , 1759–1785.
Walqui, A. (2006). Scaffolding instruction for English language learners: A conceptual framework. The International Journal of Bilingual Education and Bilingualism Vol. 9 No. 2 , 159-180.
Wati, H. (2011). The effectiveness of Indonesian English teachers training
programs in improving confidence and motivation. International Journal of Instruction , 79-104.
Weimer, M. (2012, July 26). 10 ways to promote student engagement. Retrieved April 2, 2013, from Faculty Focus - Higher Ed Teaching Strategies from Magna Publications: http://www.facultyfocus.com/articles/effective-teaching-strategies/10-ways-to-promote-student-engagement/
Williams, K. C., & Williams, C. C. (2011). Five key ingredients for improving student motivation. Research in Higher Education Journal , 1-23.
Wilson, G. (2006, July 6). The effects of external rewards on intrinsic motivation. Retrieved August 10, 2013, from ABC Bodybuilding Company:
http://www.abcbodybuilding.com/rewards.pdf
Wulyani, A. N. (2007). Competency-based teaching and learning at senior high schools. Bahasa dan seni , 261-266.
Zepke, N., & Leach, L. (2010). Improving student engagement: Ten proposals for action. active learning in higher education, 11 (3), 167-177.
(1)
59
For the teachers, there are several procedures which should be given attention before, during and after the PPS is implemented. Before implementing the PPS, it will be better if teachers try to find out further information about PPS in order to be well prepared. The teachers can prepare the media to be more interesting and adjust the difficulty level of learning materials with given the participation points. It is recommended for the teacher to use high cognition and high participation activity planning in the teaching process. During the implementation of the PPS, the teachers have to pay attention to the students’ responses. Some modifications might be needed in line with the vary students’ characteristics in the class. After implementing the PPS, the teachers have to review and evaluate whether the PPS implementation should be continued or not by considering related factors.
(2)
REFERENCES
Anderson, G. A. (2007). Education space 360. Retrieved December 28, 2013, from Becoming an active rather than a passive student:
http://www.educationspace360.com/index.php/becoming-an-active-rather-than-a-passive-student-10-28212/
Bergquist, W., & Phillips, S. (1989). Classroom communication. Madison, WI: Magna Publication.
Bess, D. A., & Bess, M. (2002). A participation point system good for every task.
Japan Association for Language Teaching , 160-166.
Brewster, C., & Fager, J. (2000). Increasing student engagement and motivation:
From time-on-task to homework . Oregon: Northwest Regional Educational
Laboratory.
Brown, H. D. (2001). Teaching by principles: An interactive approach to
language pedagogy second edition. New York: Addison Wesley Longman,
Inc.
Christison, M., & Murray D. E., (2011). What English language teachers need to
know Volume I: Understanding learning. New York: Routledge.
Craig, P., & Sarlo, R. (2013). Improving adolescent literacy: An RTI
implementation guide. New York: Routledge.
Crombie, G., Pyke, S. W., Silverthorn, N., Jones, A., & Piccinin, S. (2003). Students' perceptions of their classroom participation and instructor as a function of gender and context. The Journal of Higher Education Volume
74, Number 1, January/February, 51-76.
Croxall, B. (2010, May 5). How to grade students' class participation. Retrieved June 21, 2013, from The chronicle of higher Education:
http://chronicle.com/blogs/profhacker/how-to-grade-students-class-participation/23726
Daigon, A. (1967). Theory, practice, and effective teaching of English. National
(3)
61
D'Amico, J. J. (1980). Reviving student participation. Educational Leadership
Journal , 44-46.
Dörnyei, Z. (2007). Research Methods in Applied Linguistics. Oxford: Oxford University Press.
Emelo, R. (2013). Engage passive learners. Chief Learning Officer , 30-33.
Frederick, P. J. (1987). Student involvement: Active learning in large classes. New
Directions for Teaching and Learning, no 32, 45-56.
Geldard, K., & Geldard, D. (2010). Counselling adolescents - The proactive
approach for Young People 3rd Edition. London: SAGE Publications Ltd.
Green-Demers, I., Legault, L., & Pelletier, L. (2006). Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support. Journal of Educational
Psychology Vol. 98, No. 3, 567–582.
Griffiths, C. (2008). Lessons from good language learners. Cambridge: Cambridge University Press.
Hadley, G. (1997). Encouraging oral communication in the EFL classroom. Paper Presented at the Niigata University General Education and Language Research Group. Niigata City, Japan. Retrieved May 27, 2013, from
http://www.nuis.ac.jp/~hadley/publication/partpoints/participations.htm Hanrahan, L. (2005). Teaching English in the secondary school. Virginia: George
Mason University.
Harmer, J. (2007). The practice of English language teaching (4th Ed.). Essex: Pearson Education Limited.
Himmele, P., & Himmele, W. (2011). Total participation techniques : making
every student an active learner. Alexandria: ASCD.
Hughes, S. A. (2005). What we still don't know about teaching race: how to talk
about it in the classroom. New York: Edwin Mellen Press.
Jack, P. B. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report Volume 13
(4)
Jeffrey, D. M. (2003). Participation points system to encourage classroom communication. The Internet TESL Journal Vol. IX, No. 8, August 2003, Asia University (Tokyo, Japan). Retrieved May 25, 2013, from
http://iteslj.org/Techniques/Jeffrey-PointsSystem.html
Jeffrey, D. M. (2004). A participation points system to help passive students communicate. CELE Journal, Number Twelve, 53-63.Retrieved on June 10, 2013. From: http://www.asia-u.ac.jp/cele/cele_celejournal_2004.htm Jeffrey, D. M. (2005). A motivational participation points system. JALT 2004
Conference Proceedings. Tokyo: JALT, 1196-1202
Jones, L. (2007). The student-centered classroom. Cambridge: Cambridge University Press. Retrieved: December 20, 2013, from
http://www.cambridge.org/other_files/downloads/esl/booklets/Jones-Student-Centered.pdf
Kaplan, P. S. (2004). Adolescence. Boston: Houghton Mifflin Company. Kingwell, G., & Clarke, D. (2002). English as a second language - ESL senior
high school guide to implementation. Alberta: Alberta Learning.
Krashen, S. D. (1985). The input hypothesis: Issues and implications. New York: Longman Inc.
Kusal, P., Manit, P., & Somarika, S. (2009). Passive student characteristics and suggestions. Language learners performance from lectures’ perspective. Retrieved: October 19, 2013, from http://beautopics.blogspot.com/2010/07/ passive-student-characteristics-and.html
Littlewood, W. (2008). Foreign and second language learning. Cambridge: Cambridge University Press.
Lightbown, P. M., & Spada, N. (2006). How languages are learned (3rd Ed.). Oxford: Oxford University Press.
Lukito, Y. (2011, July 9). Teaching learning English and teaching learning other
subjects: What’s the difference? Retrieved December 2, 2013 from
Mappling.com: http://www.mappling.com/discussion-forum/post/1539405 Manley, C. (2005). The impact of tangible rewards on student behavior,
(5)
63
Newmann, F. M. (1986). Priorities for the future: Toward a common agenda. Social Education, 50(4), 240–250.
Oxford, R. L. (1996). Language learning strategies around the world:
Cross-cultural perspectives, Issue 13. Honolulu: Natl Foreign Lg Resource Ctr.
Paulson, D. R., & Faust, J. L. (2010, December 30). Active learning for the
college classroom. Retrieved June 15, 2013, from California State
University: http://www.calstatela.edu/dept/chem/chem2/Active/#authors Paterson, K. (2005). 55 teaching dilemmas: Ten powerful solutions to almost any
classroom challenge. Ontario: Pembroke Publishers.
Pasassung, N. (2003). Teaching English in an “acquisition-poor environment”:
An ethnographic example of a remote Indonesian EFL classroom. Sydney:
Department of Linguistics University of Sydney.
Porter, L. (2000). Student behaviour: Theory and practice for teachers second
edition. Sydney: Allen & Unwin.
Reijerink, A. R. (2013, April 1). Passive learning and the role of fear in
Indonesian class rooms. Retrieved June 27, 2013, from Kang Guru:
Promoting Quality Pedagogy and Praxis:
http://kangguru.me/2013/04/passive-learning-and-the-role-of-fear-in-indonesian-class-rooms/
Rogoff, B. (1997). Evaluating development in the process of participation: Theory, methods, and practice building on each other. Change and
Development: Issues of Theory, Method, and Application , 265-286.
Rosyidah, A. (2012, 7 4). Some considerations to implement English for young learner (EYL) in Indonesian society. Retrieved November 23, 2013, from http://bdksurabaya.kemenag.go.id/file/dokumen/eyl1.pdf
Ryder, P. (2009, January 19). The challenges of teaching. Retrieved September 3, 2013, from Teaching challenges: reflection of teaching, innovative practices and the implementation of learning technologies in the classroom: http://www.teachingchallenges.com/2009/01/challenges-of-teaching.html Setiyadi, A. B. (2006). Teaching English as a foreign language. Yogyakarta:
(6)
Smith, H. A. (2007). Teaching adolescents: Educational psychology as a science
of signs. Toronto: University of Toronto Press.
Sunggingwati, D., & Nguyen, H. T. (2013). Teachers’ questioning in reading lessons: A case study in Indonesia. Electronic Journal of Foreign Language
Teaching , 80-95.
Tsukamoto, M., & Tsujioka, N. (2013). Teaching English through English to senior high school students in Japan: Towards the implementation of the new course of tudy. The Bulletin of Shitennoji University , 309-324. Turner, J. C., & Patrick, H. (2004). Motivational influences on student
participation in classroom learning activities. Teachers College Record
Volume 106, Number 9 , 1759–1785.
Walqui, A. (2006). Scaffolding instruction for English language learners: A conceptual framework. The International Journal of Bilingual Education
and Bilingualism Vol. 9 No. 2 , 159-180.
Wati, H. (2011). The effectiveness of Indonesian English teachers training
programs in improving confidence and motivation. International Journal of
Instruction , 79-104.
Weimer, M. (2012, July 26). 10 ways to promote student engagement. Retrieved April 2, 2013, from Faculty Focus - Higher Ed Teaching Strategies from Magna Publications: http://www.facultyfocus.com/articles/effective-teaching-strategies/10-ways-to-promote-student-engagement/
Williams, K. C., & Williams, C. C. (2011). Five key ingredients for improving student motivation. Research in Higher Education Journal , 1-23.
Wilson, G. (2006, July 6). The effects of external rewards on intrinsic motivation. Retrieved August 10, 2013, from ABC Bodybuilding Company:
http://www.abcbodybuilding.com/rewards.pdf
Wulyani, A. N. (2007). Competency-based teaching and learning at senior high schools. Bahasa dan seni , 261-266.
Zepke, N., & Leach, L. (2010). Improving student engagement: Ten proposals for