IMPROVING LACK MOTIVATION USING ICE BREAKER IN LEARNING ENGLISH AT THE EIGHT GRADE OF SMP MUHAMMADIYAH 1 GRESIK

ASSINGMENT
Lecturer: Dr. Khoirul Anwar, M.Pd

By: Nur Hamidah 07431051

ENGLISH EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH GRESIK 2010

Background of the Study

Psychologists have many definitions of motivations because it is an abstract concept that is not easy to define. It is internal to person and thus cannot be observed. However teachers know the importance of motivation as one of the important forces that guide students action. Motivation is needed in development of the students through learning process, whether the students have motivation or not, it influences their ability. In teaching learning process, teacher should pay attention to the students motivation because motivation can influence both teacher and students. Moreover, students motivation can be influenced by anything. It can be from the students themselves or from the environment, friend, family, and teacher who has important role in improving students motivation in teaching learning process (Ima, 2008:1). Based on Vojnovich (1997) written in Ima (2008) states that research that lack of motivation in the learning process is a problem educators have recognize at all levels of education. Motivation will cause an energy change or influences not only their learning processing; it gives motivation to the students to support them to learn. It can change or influence not only their learning but also their behavior. Therefore to make the students have motivation in learning, the teacher has to prepare some techniques that can improve the students motivation. In this study, the researcher studies about the students motivation of the eighth grade of junior high school in where the teacher got a problem about lack motivation which befall a half of the students in D class. Based on the pre observation, the researcher found

that the students motivation in learning English was lack although the material was delivered by using interesting media and technique. The researcher wanted to apply ice breaker in the classroom. It is expected that ice breaker can improve the students motivation in learning English so that the teaching and learning process can run well, both the teacher and the students can reach their goal, the teacher can deliver the materials, and the students can accept the materials given by the teacher well.

Review of Related Literature

1. Motivation There are some factors that we can mention and that seems to have a strong effect on success or failure in language learning, they are: a. Intrinsic Motivation The motivation comes from the pleasure one gets from the task itself or from the sense of satisfaction in completing or even working on a task. An intrinsically motivated person will work on a math equation, for example, because it is enjoyable. Or an intrinsically motivated person will work on a solution to a problem because the challenge of finding a solution is provides a sense of pleasure. In neither case does the person work on the task because there is some reward involved, such as a prize, a payment, or in the case of students, a grade. (http://giftedkids.about.com) There are characteristic of students who have high instrinsic motivation, they are: (1) diligent in doing their duty. They can work in a long time, (2) never give up in facing problem and never satisfy for what they reach, (3) interest in a subject, (4) always look for and solve a problem. From the explanation above, it can be concluded that people who do something because of internal motivation, the activity is to reach the goal of the activity. b. Extrinsic Motivation

Extrinsic motivation refers to motivation that comes from outside an individual. The motivating factors are external, or outside, rewards such as money or grades. These rewards provide satisfaction and pleasure that the task itself may not provide. An extrinsically motivated person will work on a task even when they have little interest in it because of the anticipated satisfaction they will get from some reward. The rewards can be something as minor as a smiley face to something major like fame or fortune. For example, extrinsically motivated people who dislikes math may work hard on a Math equation because want the reward for completing it. In the case of a student, the reward would be a good grade on an assignment or in the class. (http://giftedkids.about.com) Mukarrom (2007) cited in Ima (2008) also said that extrinsic motivation arises when there is a provocation from outside in order to do what the provocateur wants. Therefore, some methods have been used. Sometimes in the teaching learning process students are still not able to follow the lesson maximally. 2. Ice Breakers In the process of teaching and learning in the classroom, is not always run well. Especially in crowded and heterogonous class which happened in D class of SMP Muhammadiyah 1 Gresik. The students maybe tired, bored or sleepy if the

lesson is started after the break or at the end of the learning schedule. Based on the situation before, it is needed something to melt the situation and condition down. Ice breakers are designed to melt the ice in the classroom. There are many opinions about ice breakers, some of them are explained below. According to Kuswara (2004) cited in Ima (2008) said that ice breaker is needed in the classroom. It is much needed in order to make the teaching learning process running well, interesting, and the students keeping concentrate to the lesson. He also noted in a while gives ice breakers in the class, even though the type is not a game, physical action or other instrument. Interesting statements, anecdote, sounds that can attract students attention are included the type of ice breaker. Based on Dover (2004) define ice breaker as discussion questions or activities used to help he participants relax and ease into a group meeting or learning situation. Furthermore Varvel, Jr (2002) written in Ima (2008) said that ice breaker are activities or modes of discussion used to help individuals ease into a group setting. Some ice breakers are done in groups and some can be individually completed. Others involve physical activities while others can be purely mental. Any activity that suits the intended purpose can be used. Eggelston & Smith (2002) view ice breakers not as only necessary the first day or first week of courses, but rather as ways to continue building community and introducing new topics. Ice breakers can also be used to start classes, refocus the

energy of a class, a teaching technique or as a way to divide students into groups or pairs. Furthermore, Varvel Jr. (2002) also noticed that ice breaker can serve many purposes. In where we should design and choose ice breaker activities which appropriate with the needs, especially in teaching and learning process. (Ima, 2008:16) In conclusion, ice breakers is kind of activity which can be used to melt the clumsy and strained condition in the classroom into relax so that the teaching and learning process can run well. So, ice breaker is necessary to be applied in the classroom hopefully the problem can be solved.

Implementation
In this step, the researcher should determine the technique that will be applied to solve the problem in teaching learning process.

In this case, the researcher will apply ice breaker in the teaching learning process. Based on the problem found by the researchers in English learning, the researcher thought that ice breaker were expected will help to solve the problem. Below is the action plan in doing the observation: Meeting 1st meeting 2nd meeting Travel

Topic Flora

Ice Breaker activities Pre- test multiple choice tests & true/false quizzes Beach ball brainstorming Jigsaw Team Brainstorming Pretest/multiple choice test & true/false quizzes

3rd meeting 4th meeting 5th meeting 6th meeting

Friends

Beach ball brainstorming

Diary journal Below is the report of journal noted by the researcher? Basic Competence Unit: Flora

Listening

Merespons makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) yang menggunakan ragam bahasa lisan sederhana secara akurat, lancar, dan berterima untuk

berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur: merespons permintaan ijin Speaking

Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur: meminta ijin, memberi ijin, dan menolak memberi ijin

Reading

Membaca nyaring bermakna teks tulis fungsional dan esei berbentuk descriptive dan recount pendek dan sederhana dengan ucapan, tekanan, dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar

Merespons makna dalam teks tulis fungsional pendek sederhana secara akurat, lancar, dan berterima yang berkaitan dengan lingkungan sekitar

Merespons makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar, dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.

Writing

Mengungkapkan makna dalam teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar

Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.

1st meeting The researcher took over the class from the teacher and gave a kind of ice breaker activity called beach ball brainstorming. In this activity, the researcher asked the students to make a circle and gave the instruction to play it. In this activity, the researcher decided the topic that was used to play beach ball brainstorming about kinds of flora. These topics were chosen because the students had just got it made them easy to play. 2nd meeting In the second meeting, before the teacher starting the lesson, the researcher gave a kind of ice breaker activity called pre-test. This ice breaker was used as prior knowledge assessment. In which in this activity, the students were given a test but it was not look the usual test. The test was composed as fun as possible. The students

did not need to write the answer, but they had to answer by showing cards that were given by the researcher. In which the cards content the choices letters. Basic Competence Unit: Friend Listening

Merespons makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur: memuji

Speaking

Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur: meminta dan memberi pendapat

Memahami makna dan merespons percakapan transaksional (to get thigs done) dan interpersonal (bersosialisasi) sederhana dengan mengunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur: memuji

Reading

Membaca nyaring bermakna bermakna dalam teks tulis fungsional dan esei berbentuk descriptive dan recount pendek dan sederhana dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar

Merespons makna dalam teks tulis fungsional pendek sederhana secara akurat, lancar, dan berterima yang berkaitan dengan lingkungan sekitar

Merespons makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar, dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount

Writing

Mengungkapkan makna dalam teks tulis fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar

Mengungkapkan makna dan langkah retorika dalam esei pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount

3rd meeting In this meeting, ice breaker was used as fostering group unity. The ice breaker activity was called cartoon mixer or jigsaw. In which the researcher delivered several cartoon pictures which was cut into small pieces and spread it to

the students. The students had to make a group based on the picture they had, so that they had to find the other set of the pictures and match it. 4th meeting In the first meeting, ice breaker was used as topic segues and energizers. Ice breaker was given when the teacher would explain new material to the students and the topic was about Tips on Being a Friend? In this activity, team brainstorming was used. In which, the teacher asked the students to become a good friend. Basic Competence Unit: Travel Listening

Merespons makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur: meminta, memberi, menolak jasa, meminta dan memberi pendapat

Speaking

Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan

lingkungan sekitar yang melibatkan tindak tutur: meminta, memberi, menolak jasa, meminta dan memberi pendapat, mengidentifikasi masalah Reading

Merespons makna dan langkah retorika dalam esai pendek sederhana secara akurat, lancar, dan berterima yang berkaitan dengan lingkungan sekitar

Writing

Mengungkapkan makna dan langkah retorika dalam esai pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima utuk berinteraksi dengan lingkungan sekitar dalam teks berberntuk descriptive dan recount.

5th meeting In the fifth meeting of ice breaker implementation, ice breaker as prior knowledge assessment was used. It was used to assess the students prior knowledge of the material that had given to them. The quiz was given to the students. Almost the same as the previous activity, the students made a group, and then the researcher delivered some question to the students. The students answered by showing the color paper in which each color represented the choices, for example; red card, for A answer, yellow card for B answer, etc. 6th meeting

In this meeting, the teacher gave topic means of transportation? to the students and ice breaker activity what transportation is usually using to travel was used to introduce a new topic to the students. It was talking about Transportation. Before the lesson was started, the researcher was helped by the teacher stick some cards content the name of Transportation on the back of each students, here the students had to ask yes/no question to the other students to know and find who they are. Although could not speak English fluently, sometimes use English sometimes use Indonesian, the students keep trying to ask the other students until they could guess who they are.

References
Convington, Martin V. (2005). Handbook of Competence and Motivation. New York: The Guilford Press. Dimyati & Mudjiono. (2006). Belajar dan Pembelajaran. Jakarta: PT Asdi Mahasatya.

Deci & Ryan. (1985). Intrinsic Motivation. Retrieved May 16, 2010 from http://giftedkids.about.com/od/glossary/g/intrinsic.htm Deci & Ryan. (1985). Extrinsic Motivation. Retrieved May 16, 2010 from http://giftedkids.about.com/od/glossary/g/extrinsic.htm Dover, K.H. (2004). Ice Breaker. Retrieved May 16, 2010 from http://www.cedu.niu.edu/~shumow/itt/Icebreakers.pdf Makmun, Abin Syamsudin. (2005). Psikologi Kependidikan. Badung: PT Remaja Rosdakarya Offset. Qomariyah, Ima Nur. (2008). The Use of Ice Breaker to Improve students motivation in Learning English at the Fourth Grade of SDN Randu Agung IV Gresik. Thesis. UMG.