Contoh Proposal 

Metodologi Penelitian Bahasa Inggris

INTRODUCTION

1. 1. Background

Nowadays, in big cities, it is no longer strange to get children speaking English everywhere even
in public transportations. This situation invites any jealous from adolescents or adult learners.
Every time adult learners see a child who speaks a foreign language fluently, the learners regret
not having started learning the foreign language earlier. It is widely believed that the earlier
people start learning a second language, the more successful they will be. People regretting are
subconsciously showing their new motivation to speak English. Children speaking English, in
fact could be particular motivation for adults to learn English. Earlier means children ages, about
the years of 6-12. This is the ages of primary students.

Why do adults have difficulty in learning English? Because from the children ages, interest and
motivation of speaking English were never be cultivated on them. Another reason is that the lack
of English educational materials taught to them. The phenomenon of hundred thousand students
who did not pass the final examination because of their English proves the English inadequacy of
students’ proficiency. The root of this inadequacy must be coming from elementary school, a
place where they gain the fundamental of English. Having lack motivation since the children
ages invites bigger trouble in the future. First trouble is that we are lack of motivation underlying
rare practices affecting on the speaking ability. Regarding to the proof, the researcher believes
that it is too late to begin building motivation in adults or teenagers learner. Since motivation
plays a very crucial role in learning English especially in encouraging people to speak English,
motivation should be built from the children age.

Why it should be children in the first place to be molded to have big motivation to speak? Since
children are more successful L2 learners than adults (Troike 2006), the writer believes that
children should be engrafted earlier. Respecting the above issue, the ways to build or increase
motivation to speak is rarely found. The classic matter is that now children are also involved in
the outworn paradigm, “Learning English is Hard”. This paradigm commonly exist in villages
even big cities like Bandung, Jakarta, Surabaya, etc. To negate this destructive paradigm the
teachers have to provide a stronger circumstance than this. From the school, the place where
children perceive English materials, teachers begin to think of effective ways. The effective ways
is not enough to grow up the interest, there should be other stimulant.

This research will focus on the motivation to speak English, because speaking English
considered has so many troubles to do, compare with other three English skills. In accustom to
speak English, people generally said that they feel shy to utter words, they have fears to be
wrong, they don’t want to take offense if people mock them because of their wrongness; it badly
affect their motivation to speak. On the other hand, speaking English is also regarded as the most
applicative skill. It can be done by everyone even by a child of two who is not able to read or
even hold pencil rightly. Everywhere it can be practiced without any device used. Strongly
related to the social live is speaking English for sure. This English ability contains high
relevancy toward the social and educational live. People can read and write well, but is he
already good in English if he could not articulate it into the spoken form with correct grammar
and pronouncing? No. Again, motivation plays a very crucial role here. Meanwhile learners still
lack of motivation to speak English better.

After talking much about motivation affecting people to speak English, now is the turn to discuss
the “how to”. How to increase the motivation from the children age is very essential, since
adults’ motivation can be easily affected just by looking at the good children performances in
speaking English. In increasing motivation, the children should firstly have the interest in
learning English. As stated by Efendi and Praja (1989) that learning with interest is better than
without any interest, the researcher begin to concern on how children can have any interest in
learning English which lead them to the increased motivation to speak. Students’ interest can
occur in an enjoyable and animated situation.

The curricula in our country change over the time. It has affected the materials taught in the
class, since teachers are allowed to teach with their own ways. However, it is important to
connect the materials that are done in the children classroom to communication in the real world.
What has been missed by most of teachers is that they lower the children opportunities to use
English in their daily lives. The forgotten fundamental concepts that remain occur in educational
field is that teachers just teach the student to learn English in the classroom NOT to use the
English. In other words, the material given to the children should fit their live activities.

However, many schools now decide their own material to be taught in the classroom as long as it
can achieve the basic competence regulated by the government. The spread of material given is
uncontrolled. As the case in Subang, there can be one material given in one school, yet we
cannot find it at others. It would be just fine, if the material is not really worth to increasing the
students’ motivation. Problems of motivation then emerge because there are materials that in fact
can increase the children motivation while it is not given to the students. In this case,
“introduction material” is the matter.

Regarding that the researcher found that children motivation need to be promoted earlier with the
supporting material, introduction material need to be taught in every elementary school. This
material will be useful for their entire life and from the teacher improvement perspective, teacher
can teach the students “how to use English” not “how to learn English”.

This research in general is aimed to stimulate discussions on what’s good to teaching English in
term of increasing students’ motivation to speak English since the children ages focused on the
materials given.

1. 2. RESEARCH QUESTIONS

Due to the background, the researcher addresses these following questions:

1. How does the introduction material increase students motivation in differ between
students of senior school and first graders of elementary school?
2. Which grade in elementary school is more meaningful to implement introduction material
to increase its students’ motivation to speak English?
REVIEW OF LITERATURE

This chapter reviews relevant literatures for the sake of strengthening the researcher’s
perspectives of the need of introduction material to be shared to all elementary school students.

2.1 Motivation

As Ball (1957) claims, ‘motivation is a central concept in any theory of education.’ Therefore, it
is essential to demonstrate different points of view on definitions of motivation in order to
achieve a better understanding of the role of motivation in language learning. According to Ball
(ibid), motivated students refer to those who wish to do things that teachers expect, while
unmotivated students are the ones who are unwilling to do things based on teachers’ expectation.
In contrast with teachers, psychologists (e.g. Lewin, 1952 et al) study the concept of motivation
to a greater extent. Lewin, a member of the cognitive school, emphasizes that learning itself is
motivation which determines success. (ibid) However, Bruner (1966) seems not to be in line with
this suggestion, arguing that when learners are forced or pushed to learn, they might fail to
maintain their natural curiosity. In contrast, Beard and Senior (1980), two behaviorist
psychologists, believe that ‘incentives and rewards’ are motivations for establishing behavior.
Spencer (1959) appears to support this idea, suggesting that it is primarily important for teachers
to apply various types of ‘rewards’ to stimulate students to possess ‘interests and goals’ in the
performance of tasks.

2.2 The Urgency of Increasing Primary Students Motivation

Improving student motivation is one of the keys to improve education in general and language
learning in particular. Cultivate children motivation should be build earlier as what Dweck
(1986) said that reforms are beginning at the earliest possible level so that children are able to
achieve higher in later years. In fact, the role of learners’ motivation in learning a second
language has been examined by many researchers who are interested in this subject area (e.g.
Belmechr and hummel, 1989 et al).

Besides, children have limited life and learning experience. Adults, in comparison, do not enter
the FL classroom as virgin tabula rasa, but bring in a wealth of background knowledge and a
long history of learning experiences on which the teacher can effectively capitalize to facilitate
their learning; specialized by Pratt Johnson (2006:14) as they are all already masters of one
language, frequently having the additional invaluable experience of learning another.

One of the strong urgencies convinced by Harmer (1998:8)While real motivation comes from
within each individual, young learners rarely have clear motivation; they may come to class
simply taking it for granted, or because they like the teacher. They will all at once be less able to
assume responsibility for their learning—supported by a reset in Oxford (1990)to use the
metacognitive strategies of focusing, arranging, planning, monitoring, and evaluation—in effect
also ruling out any serious attempt at large-scale comparative assessment of their progress.
Older, especially adult students will know the importance and see the point of study.

Meanwhile, Brumfit (1997: v) gives a list of the characteristics which young learners share:
 1. Young learners are only just beginning their schooling, so that teachers have a major
opportunity to mould their expectations of life in school.
2. As a group they are potentially more differentiated than secondary or adult learners, for
they are closer to their varied home cultures, and new to the conformity increasingly
imposed across cultural grouping by the school.
3. They tend to be keen and enthusiastic learners,
4. Their learning can be closely linked with their development of ideas and concepts,
because it is so close to their initial experiences of formal schooling.
5. They need physical movement and activity as much as stimulation for their thinking, and
the closer together these can be the better

2.3 How to Increase Primary students Motivation

One of the key principles in the issue of teaching children is that of attitude and motivation.

In this respect, Argondizzo (1992:6) propounds the view that “most children who start foreign
language instruction do not have autonomous motivation to learn a foreign language.” Children
will learn better if they are motivated and want to do it. Supported by Pintrich and Schunk
(2002:245) stating It is very important for children to have intrinsic motivation, referring to
‘motivation to engage in an activity for its own sake’.

it is possible to enhance children’s motivation by creating an appropriate environment and using

proper teaching methods and materials. By stressing meaningful aspects of learning tasks,
encouraging pupils to have clear and specific goals, promoting perceptions of good speaking
ability, and giving activities that are challenging but within their competence, children might be
more intrinsically motivated to learn English.

According to Ryan and deci (2000), ‘intrinsic motivation generally refers to motivation to
engage in an activity because that activity is enjoyable and satisfying to do.’ Dörnyei (2002)
indicates that the result is in accordance with his theoretical proposition that task motivation is
“fuelled by a combination of situation-specific and generalized motives” (p. 151). His model for
a motivational L2 teaching practice comprises four main dimensions:

 Creating the basic motivational conditions, namely, laying the foundations of motivation
through establishing a good teacher-student rapport, a pleasant and supportive classroom
atmosphere, and a cohesive learner group with appropriate group norms.
 Generating initial motivation, that is, “whetting the students’ appetite” by using strategies
designed to develop positive attitudes toward the language course and language learning
in general, and to increase the learners’ expectancy of success.
 Maintaining and protecting motivation through promoting situation-specific task
motivation (e.g., by designing stimulating, enjoyable, and relevant tasks), by providing
learners with experiences of success, by allowing them to maintain a positive social
image even during the often face-threatening task of having to communicate with a
severely limited language code, and finally, by promoting learner autonomy.
  Encouraging positive retrospective self-evaluation through the promotion of adaptive
attributions and the provision of effective and encouraging feedback, as well as by
increasing learner satisfaction and by offering grades in a motivational manner.

Differ from him, Pintrich and Schunk said that motivation is to stress meaningful aspects of
learning tasks. They say that authentic tasks that have meaning in the real world should be
stressed in the classroom.

2.4 The Urgency of Supporting Material for Promoting Children Motivation to Speak
English

Brown in 2002 argued that motivation is a complex phenomenon and is made up of many
components, both internal and external. The second or foreign language learners who either
intrinsically or extrinsically meet their needs in learning the language will be positively
motivated to learn.

Regarding to what’s Brown stated, students are recommended to have more applicative material
because they need not only to learn language but significantly also to use language.

Related to the introduction material that they will use for their entire live in meeting and
knowing new people and social lives, Thornton (2001:12) has the following to say on the
importance of motivation:

“…some experts go so far as to say that motivation is more important than the learners’ aptitude
or the method of teaching employed. One thing teachers are sure of, however, is that fun and
games are a must in the English language classroom because they are intrinsically motivating for
children and again, because they are part of a child’s natural world: the “here and now” of a
child’s life.”

Further, Philips(2001:5) argues that “younger learners respond to language according to

what it does or what they can do with it, rather than treating it as an intellectual game or

abstract system. Introduction as a beginner level material can lot of motivate primary children to
speak as what Moon (2000:3) points out that young learners learn a foreign language:

 through motivated by teacher

 by listening and repeating.
 by imitating the teacher. They want to please the teacher. They feel embarrassed

when they make mistakes.

At this point, it is obvious that the applicative material is playing a crucial role for shaping and
fostering children’s motivation in learning. In this case, that is introduction material.

RESEARCH METHODOLOGY
3.1 Research Design

This research employs action research design. It will be more satisfying for the researcher having
two advantages from conducting this research by using this qualitative design. First advantage is
to create change upon the certain less applicative material to be taught to primary children, as the
result of the “action”. Another reason that goes together supporting this decided design is having
more critical educationist toward the materials being taught. Secondly as the result of the
“research”, this research will provide many new understandings on what materials to be given
without neglecting learners characteristic and other aspects influencing learning process. This
design will also cover the necessary of discovering the ways to motivate primary children to
speak English through learning materials. Regarding as qualitative research, this method can be
adjusted during the actions of this research.

3.2 Sample

This qualitative research will have twenty second students from each of elementary school and
senior high school. The twenty elementary school students will be labeled as “first group” and
the others twenty from senior high school will be labeled as “second group”. Both samples will
be compared in the boundaries of their class performances including their willingness to speak,
their interests, and their motivation affected by the material given, “introduction” material. In
order from the comparison the researcher could discover characterization between adolescents
and children, the range of materials need, and the impact of “Introduction” material learning
process. This sample are chosen because they are unmotivated English Learners indicated by low
marks of this subject. The first elementary school is one of a few numbers of elementary schools
that implement introduction material for the primary children.

3.3 Data Collection

The researcher will then gather the data needed by employing observation and close-ended
interview. Observation is done to monitor the performances and the motivation to speak of
students from both levels of the school. It is also conducted to have wider understanding on
“what’s going on” from taught material point of view. The observation done several times before
finally the researcher found an imprecise answer to what she was seeking for. That was the
material to increase students’ motivation to speak and hopefully to others English skills.
Participant observation is regarded in the best position to collect data about the observable
features of the interaction between teacher and students when s(he) is teaching introduction
material. To strengthen the argument of the researcher, close-ended interview is also employed.
The students will be investigated after having introduction material in the class. The senior high
school will have it in English, whereas the primary children will have it in Indonesia. The same
questions for all the samples though those are presented in different language.

3.4 Data analysis

As the result of the observation, the first method, the data would be analyzed by firstly
comparing the data collected from each level of school. It should be done with the focus of
evaluation of the material given in its role to motivate students to speak English. Then it would
be classified into several categories which will be constructed into more systematic arrangement
of each classification. The data will be presented in the form of table.

Secondly, as the researcher also employs close-ended interview which is just “yes or no”
questions, the result from the interview will be counted according to the students answer to each
question. After that, as the result of the each answer calculation, the researcher will transform it
to percentage. The data will be shared in the form of tables; one table for describing each group.

SIGNIFICANCE OF THE STUDY

This study will be addressed in the concerning on promoting children motivation to speak
English. Then the result of this study will affect three parties : government, teachers, and the
students itself.

For the government it will bring new light of the perspective in deciding the materials given or
being taught to the children. The characteristics of the students affected by the relevant materials
will greatly affected students motivation. There are two things that should be focused on (1) the
materials being taught should be applicative to be used in their daily communication (2) there are
different system and circumstances that the government should consider in deciding the materials
to be taught. Being more selective and objective is part of the people expectation toward the
policy stated by the government especially related with education

Teachers as the facilitator in the learning process will begin to concentrate the learning process
not only on how children understand it but also on how children can use it for their
communication. In order to promote the students ability, the teacher should conduct the material
in several times with the same pattern but not in a dry classroom drill, yet it should be
constructively done in the meaningful ways. If the material is already motivated the students, the
teacher will not need to face difficulties in conducting the learning steps of it.

As adolescents, they actually will begin to think that learn something big should begin from the
smaller first. Taking advantages from each material given will actually derive motivation rather
that they just sit in the class without anything to bring home. Realizing children as an active
learner, they might be more motivated by providing not stressful and applicative material in the
classroom.

In short, it will provide a new way for all educationists to view the children and its material in
term of enhancing students’ motivation to speak English earlier. And the result will give you
further evidence on the students perspectives toward the material taught.

by, Cika