CHAPTER I
INTRODUCTION
This chapter presents background, problem
statement, objectives, significance, and scope of the research.
1.1
Background
Language
is important in communication and is used as a tool of communication among nations all over
the world. As an international language, English is very important and has many
interrelationships with various aspects of life. English is the first foreign
language in our country which is taught from elementary level up to university
level. English is also intensively used in international communication, in
written as well as in spoken communication. In addition, science, technology,
art and other books published are written in English.
In today’s world, learning English
is a vital
skill that will help the students achieve their full potential in later life.
From
that context, the Indonesian government has decided English as one of the
compulsory subjects that should be taught as a foreign language for the students of elementary
school up to university.
However,
Indonesian students face some difficulties in learning English that is caused
by language interference. As Haycraft (1978) stated that there are various
skills in mastering language: respective skill which includeslistening
(understanding the spoken language), reading (understanding the written
language), and productive skillswhich
includes speaking and writing. The reading skill became very
important in the education field.
Student need to be exercised and be trained in order to have a good reading
skill.
Reading
is also something crucial and indispensable for the students because the
success of their study depends on the greater part of their ability to read. If
their reading skill is poor they are very likely to fail in their study or at
least they will have difficulty in making progress. On the other hand, if they
have a good ability in reading, they will have a better chance to succeed in
their study.
To
comprehend the text,
the readers should be able to manage every part of the text, because it is easy
to gain the comprehension in reading when the readers are able to organize the
text.
Most
of the English teachers have difficulties to teach reading to Senior High
School students, because most of the students are lack of vocabulary, motivation,
and interest in reading. The students’ motivation is one of the main aspects
that support success learning. Motivation is an important factor since it can
influence the success and the failure of someone. As Brown (1991) states that
motivation is the difference that people say, between success and failure. If
they are motivated, they will learn and if not they want that simplification may
hold some of the time.[a1]
Studying
any subject without motivation and interest will make unsatisfactory result. It
is different if the students are motivated to learn something that will do
more than anyone who has predicted. [a2]
In
language learning it is obvious that the more we read, the better command of
the language will be, and reading will become easier and enjoyable. Through
reading, we will be able to improve our English anywhere and anytime because reading can be
carried out easily without a partner.
The
skill of reading depends on the
selected
material. The material should be selected based on the student’s vocabulary,
background, and their needs. A beginner reader, for example, differs from a
mature reader in concept of development, knowledge of the world, skill used to
obtain information, and strategies used to retain and recall information. That
is why the reading material should be graded according to the maturity and interest of the
student (Rubin, 1982).
Considering
the importance of reading ability to the learners of English, it is important
to find out the way to improve reading ability and the way to motivate students
to read English material. Giving fairy tales is one way that can be expected to
motivate students to read. Through fairy tales, the students will be able to
improve their language skill. They will learn new words and appropriate
expressions, they will become more sensitive to the correct uses of the
language, and they will also learn good diction and style. As they learn to
appreciate good materials, they will also be able to enjoy it better.
Another
reason way we read fairy tales is that, although fairy tales are not about real
people and real happenings, they often depict universal truth, about what may
happen in real life. Thus, reading fairy tales opens up new world to us, it
gives us experiences, which we cannot get otherwise.
Based on the explanation above, the writer
is interested in conducting a research under the title: Motivating the Students
to Read English Material by using Fairy Tales. It tends to build the students’
interest and motivation to read English material.
1.2
Problem
Statement
Based
on the background of the research above, the problem statement which rises is, “Can fairy tales motivate the student in
reading English material?”
1.3
Objective of the Research
The
purpose of this research is to find out the students’ motivation in reading
English material by using fairy tales.
1.4
Significant
of the Research
After
having done the research, the writer demands the significances of the research
to be useful for:
1. The
students
The result of
this research may help the students to get a strong foundation, which will be
an advantage in their later studies. Motivation in reading English material is
very important for developing their confidence and improving their ability in
English especially in understanding English text.
2. The
English teacher
The result of
this research is expected to improve the English teacher’s teaching methods
especially in using various methods in teaching reading skill, like using fairy
tales.
3. The
readers
The
result of this research is to inform the readers about the students’ motivation
in reading English material by using fairy tales especially in SMK YAPIP Sungguminasa in the academic
year 2010/2011.
4. The
writer
The result of
this research is very important for the writer because it is expected to answer
a question about the students’ motivation in reading English material by using
fairy tales especially in SMK YAPIP Sungguminasa in the academic year
2010/2011.
1.5
Scope
of the Research
In this research, the writer only focuses on the students’ motivation toward the use
of fairy tales in teaching reading, they are: The Deer and the Turtle, Amin and the Eggs, The
Horse and the Donkey, The Mouse and the Lion, Ali and the Sultan’s Saddle, The
Fox and the Crow, The Ant and the Cricket, and The Deer and the Elephant.
It
is conducted only for the second grade students of SMK YAPIP Sungguminasa in the academic
year 2010/2011. Thus, the result of this study is only applied to the target population, specifically
to the second year student of SMK YAPIP Sungguminasa.
CHAPTER II
REVIEW OF RELATED LITERATURE
In order to sharpen the theoretical
framework of this study, this chapter is devoted to review some relevant
theories and studies concerning with the concept of motivation, reading
concept, fairy tales, and the formulated theoretical framework.
2.1 Previous Findings
Khairul (1997)
in relation to the development of students’ interest to read English materials,
he concludes that the lack of English reading materials, the difficulty in
comprehending and the lack of vocabulary are the main problems that influence
the interest of the student of SMU Negeri 1 Bulukumba to read English
materials.
Pelu (2002)
stated that students of SMU
Negeri 1 Leihitu have fairly high motivation to learn English. This is proved
by the classification of the students’ motivation score are 48 (59%) out of 80
students belong to high motivation category. He suggests that English teacher
should be able to increase the students’ attention and activities as well as
give them motivation to learn English, both inside and outside of class, such
as joining an English course and meeting.
Alwi (2003) states that the use of humorous
stories material in teaching reading could motivate the students of SLTP Negeri
36 Sudiang Makassar to read English material.
From the points above, it is clear that the
success of English learning depends on teachers, methods, and must be suitable
with the students’ interest and level of knowledge. So, it is very important to
find out the materials that can motivate students to read and learn English.
2.2 The Concept of Motivation
Gardner (1985) as referring
to the extent to which the individual works or strives to learn the language
because of a desire to do so and the satisfaction experienced in this activity Motivation is commonly thought as a dinner
drive, impulse emotion or desire that moves one particular action. Furthermore,
he say that motivation refers to those factors that increase and decrease of an
individual’s activity.[a3]
Thus, it determines the level or degree of his activity. Motivation is the term
used to describe what energizes a person and directs his or her activity.
Sears (1996) indicates that the teacher has
a number of choices in connecting with motivation. The significance of
motivation for learning is usually assumed without question. The threat of
punishment means by which the teacher can keep the pupil at work; on the other
hand, interest, curiosity, and self selected goals keep the pupil at work
without pressure from the teacher. The teacher has a choice between using
specific goals or enlisting self activating motives or perhaps employing some
combination of these. Motivation is also an aspect that is not less important
in learning a language that attitude.
By some definitions above, the researcher
concludes that motivation goes hand in reaching the target language. These two
aspects, motivation and attitude influence the learning success or achievement.
Especially in reading, the students can read well as long as they have inner
desire or motivation to read.
2.2.1 Types of
Motivation
Extrinsic
motivation is the willingness to perform a response only because of the prospect
of obtaining reinforcement, rather than for the pleasure of responding. An
extrinsically motivated individual is driven to obtain certain incentives that
originate externally. When extrinsically
motivated, the individual is a passive player in the learning situation and
will exhibit appropriate behavior only when attractive incentives are present
or when compliance will allow him to avoid something aversive.
Extrinsic
motivation comes from outside of the performer. Money is the most
obvious example, but coercion and threat of punishment are
also common extrinsic motivations. In sports, the crowd may cheer on the
performer, which may motivate him or her to do well. Trophies are also
extrinsic incentives. Competition is in general extrinsic because it encourages
the performer to win and beat others, not to enjoy the intrinsic rewards of the
activity.
Social
psychological research has indicated that extrinsic rewards can lead to over justification and a
subsequent reduction in intrinsic motivation. In one study demonstrating this
effect, children who expected to be rewarded with a ribbon and a gold star for
drawing pictures spent less time playing with the drawing materials in
subsequent observations than children who were assigned to an unexpected reward
condition and to children who received no extrinsic reward.
2) Intrinsic Motivation
Intrinsic motivation is
the tendency to perform an action that is rewarding in itself without the need
for an incentive to be added to the situation. An intrinsically motivated
individual is driven by a need for competency and control over the environment,
is an active player in the learning situation, is internally driven to exhibit appropriate
behaviors, and exercises his right to choose.
An intrinsically motivated student will perceive that he has total or
partial control of the learning situation, while extrinsically motivated
students will not.
Intrinsic
motivation comes from rewards inherent to a task or
activity itself - the enjoyment of a puzzle or the love of playing. This form
of motivation has been studied by social and educational psychologists since the early 1970s. Research has found that it is
usually associated with high educational achievement and enjoyment by students.
2.2.2
Function of Motivation
Generally,
the function of motivation can be divided as follows: to stimulate someone to
something, to determine goal orientation of behavior, to select behavior.
Regarding the function of motivation in English language learning, it can be
concluded that there are two functions of motivation in the English language
learning as a foreign language, namely: the instrumental if the purpose of
language study reflect the more utilitarian value of linguistics achievement,
and integrative if the student wish to learn more about the other cultural
community because they are interested in it in open minded way, to the point of
being accepted as a member of that other group.
Reading is a complex cognitive process of decoding symbols
for the intention of deriving meaning (reading comprehension) and/or
constructing meaning. Reading is a means of language acquisition, of
communication, and of sharing information and ideas. According to Harmer (1985)
reading is an exercise dominated by the eyes and the brain.
Meanwhile according to Rubin (1982), reading is bringing and
getting meaning from the printed pages. Readers use a variety of reading
strategies to assist with decoding (to translate symbols into sounds or visual
representations of speech) and comprehension. Readers may use morpheme,
semantics, syntax, and context clues to identify the meaning of unknown words.
Readers integrate the words they have read into their existing framework of
knowledge or schema (schemata theory).
The purpose of
reading is to connect the ideas on the page to what you already know. If you
don't know anything about a subject, then pouring words of text into your mind
is like pouring water into your hand.
Reading is bringing and getting meaning from the printed
pages. While
Simanjuntak (1988) states that reading is the process of putting the reader in
contact and communication with ideas. Reading is not a reaction to a text but
an interaction between writer and reader mediated through the text. Reading is
an active process in which the reader must make an active contribution by drawing
upon and using concurrently abilities he has acquired.
2.3.1 The Reason for Reading
According
to Harmer J. (1987), there are four reasons for reading, they are:
1.
Reading in language learning.
Reading is an exercise dominated by the eyes and the
brain. The eyes receive message and the brain then has to work out the
significance of these message. The reading to confirm expectation technique is
highly motivation and successful since it interest students, creates expected,
and gives them a purpose for reading.
2.
Reading for language learning.
In real life people generally read to something
because they want to and they have a purpose in doing so. Readers have a purpose, which is more
fundamental than that involved in some language learning tasks seem only to be
asking about details at language. People read to language because they have a
desire to do so an d a purpose to achieve
3.
Reading for information.
In most cases, reading for information is relevant
to a current study of the reader. They read to find out information to reduce
their uncertainties.
4.
Reading for pleasure.
Reading for pleasure is done without other people’s
order but according to an individual reader’s wish, mood, and taste.
2.3.2
Techniques to Improve Reading Skill
Reading
comprehension requires motivation, mental frameworks for holding ideas,
concentration and good study techniques. There are seven
different strategies and techniques that we can use to read more effectively.
These are:
1. Knowing
what we need to know, and reading appropriately.
2. Knowing
how deeply to read the document: skimming, scanning or studying.
3. Using
active reading techniques to pick out key points and keep our mind focused on
the material.
4. Using
the table of contents for reading magazines and newspapers, and clipping useful
articles.
5. Understanding
how to extract information from different article types.
6. Creating
our own table of contents for reviewing material.
7. Using
indexes, tables of contents, and glossaries to help us assimilate technical
information.
Dawyer
(1983) points out that there are three techniques in improving reading skill,
they are:
1) Pre-reading
This technique can assist us to grasp the essential
point of a written passage, an article or a book after a quick appraisal. It
provides us with a systematic approach for gaining the most from our reading in
the shortest amount of time.
It
is important to pre-read and tries to evaluate whatever we read. This technique
is particularly rewarding when we are reading anything of length. For every
short article, this technique may be useful. Furthermore, for kinds of
fictions, pre-read can spoil the suspense and the mystery. On the other hand, a
quick pre-reading could help us establish whether the book is likely to be our
taste.
2) Phrase
reading
Ideas are not normally expressed in single word but
in groups of word. Some words are often found associate with others and aid our
reading. Phrase reading is a basic but very difficult skill to master. We need
to develop our confidence and judgment in order to determine how to group our
words. Confidence and judgment are two part useful qualities all students
should acquire.
3) Key
reading
Key reading makes us to concentrate our attention on
the important words to a large extent ignoring or paying little attention to
other words. We must see every word (identify and recognize it), but only spend
time on a word if it will help us understand the passage. This technique helps
us to read more quickly.
2.3.3
Some Ideas for Motivating Students
1) Explain
Some recent
research shows that many students do poorly on assignments or in participation
because they do not understand what to do or why they should do it. Teachers
should spend more time explaining why we teach what we do, and why the topic or
approach or activity is important and interesting and worthwhile. In the
process, some of the teacher's enthusiasm will be transmitted to the students,
who will be more likely to become interested. Similarly, teachers should spend
more time explaining exactly what is expected on assignments or activities.
Students who are uncertain about what to do will seldom perform well.
2) Reward
Students who do
not yet have powerful intrinsic motivation to learn can be helped by extrinsic
motivators in the form of rewards. Rather than criticizing unwanted behavior or
answers, reward correct behavior and answers. Remember that adults and children
alike continue or repeat behavior that is rewarded. The rewards can (and
should) be small and configured to the level of the students. Small children
can be given a balloon, a piece of gum, or a set of crayons.
3) Care
Students respond
with interest and motivation to teachers who appear to be human and caring.
Teachers can help produce these feelings by sharing parts of themselves with
students, especially little stories of problems and mistakes they made, either
as children or even recently. Such personalizing of the student/teacher
relationship helps students see teachers as approachable human beings and not
as aloof authority figures. Young people are also quite insecure, and they
secretly welcome the admission by adults that insecurity and error are common
to everyone. Students will attend to an adult who appears to be a "real
person," who had problems as a youth and survived them.
4) Have students participate
One of the major
keys to motivation is the active involvement of students in their own learning.
Standing in front of them and lecturing to them is thus a relatively poor
method of teaching. It is better to get students involved in activities, group
problem solving exercises, helping to decide what to do and the best way to do
it, helping the teacher, working with each other, or in some other way getting
physically involved in the lesson. A lesson about nature, for example, would be
more effective walking outdoors than looking at pictures.
5) Teach Inductively
It has been said
that presenting conclusions first and then providing examples robs students of
the joy of discovery. Why not present some examples first and ask students to
make sense of them, to generalize about them, to draw the conclusions
themselves? By beginning with the examples, evidence, stories, and so forth and
arriving at conclusions later, you can maintain interest and increase
motivation, as well as teach the skills of analysis and synthesis. Remember
that the parable method of making a point has some significant historical
precedent.
6) Satisfy students' needs
Attending to
need satisfaction is a primary method of keeping students interested and happy.
Students' basic needs have been identified as survival, love, power, fun, and
freedom. Attending to the need for power could be as simple as allowing
students to choose from among two or three things to do--two or three paper
topics, two or three activities, choosing between writing an extra paper and
taking the final exam, etc. Many students have a need to have fun in active
ways, in other words, they need to be noisy and excited. Rather than always
avoiding or suppressing these needs, design an educational activity that
fulfills them.
7) Make learning visual
Even before
young people were reared in a video environment, it was recognized that memory
is often connected to visual images. In the middle ages people who memorized
the Bible or Homer would sometimes walk around inside a cathedral and mentally
attach certain passages to objects inside, so that remembering the image of a
column or statue would provide the needed stimulus to remember the next hundred
lines of text. Similarly, we can provide better learning by attaching images to
the ideas we want to convey. Use drawings, diagrams, pictures, charts, graphs,
bulleted lists, even three-dimensional objects you can bring to class to help
students anchor the idea to an image.
8) Use positive emotions to
enhance learning and motivation
Strong and
lasting memory is connected with the emotional state and experience of the
learner. That is, people remember better when the learning is accompanied by
strong emotions. If you can make something fun, exciting, happy, loving, or
perhaps even a bit frightening, students will learn more readily and the
learning will last much longer. Emotions can be created by classroom attitudes,
by doing something unexpected or outrageous, by praise, and by many other
means.
2.3.4
Reading Materials
In
selecting reading materials, it is very important for the teacher to encourage
appropriateness of the material that will be presented to the students. The
reading material should be interesting; the teacher should notice that in
selecting the materials he/she should be sure that they are in time of
students’ interest in order to win their attention. This is important for the
smooth less of the way to the students to good concentration and attitude
toward reading lesson. If the materials are not interesting, the students will
passively not pay much attention to the lesson. This way means that the teacher
will be difficult to attain the objective of his teaching.
In
selecting reading materials, there are at least three areas that should be
concerned, they are:
1.
The Level of Linguistics Difficulty
Unpracticed
readings in a foreign language tent to use a word-by-word approach while more
practiced reader are able to chunk information. Based on the statement above,
we can decide that the selected material should be at the language level of the
student.
A material that is too
difficult where every word has to be explained or which uses extremely complex
grammatical construction is only likely to produce frustration. Similarly a
material that is too easy does not extend the students’ knowledge. The material
should be regarded, sequenced and varied so their language and difficulty
matches the ability of the students.
2.
Cultural Content
Reading
materials reflect the culture perception of the writer. Therefore, many reading
materials especially non-scientific material is culturally biased so can cause
comprehension problems for the student. For example, Indonesian students might
have difficulty with the story about an American child who gases into his
teacher’s eyes in search of compassion. It is the opposite of Indonesian
culture where the children show high respect by not looking into their
superior’s eyes. If the teacher believes that the culture content would
interfere with student comprehension, such material can be avoided or the teacher
could use the reading material to provide an opportunity for students to gain
new awareness of different culturally defined behaviors. In such a case, the
teacher can explain the difference in culture behavior to the students before
their read.
3.
The Interest Factor
How
can teacher provide various reading materials that are interesting for the
students? Most students of English take interest in book or short story in
which characters are involved in learning a second language. However teacher
can also discover the kind of topic that interests their students by
interviewing them or having them complete questionnaires on their reading
preferences.
There
is also one factor that should be concerned is the level of the materials’
vocabulary because even though they are interested in the subject matter of
material we have chosen, they will soon lose interest if they find the
vocabulary too difficult. This is why teacher should decide during their lesson
preparation that the meaning of the new word can be derived from the material
itself when the learner reading it.
2.4 The Concept of Fairy Tales
2.4.1 Definition of fairy tales
Fairy tale is an English language term for a type of short narrative corresponding to the
German term "Maerchen" or the Swedish "saga". Only a small
number of the stories thus designated explicitly refer to fairies. Nonetheless,
the stories may be distinguished from other folk narratives such as legends and
traditions (which generally involve belief in the veracity of the events
described) and explicitly moral tales, including beast fables. Fairy tales
typically feature such folkloric characters as fairies,
goblins,
elves,
trolls,
giants or gnomes,
and usually magic or enchantments. Often the story will involve a
far-fetched sequence of events.
2.4.2
The Characteristic of Fairy Tales
Fairy tales are found in almost
every culture and region of the world. For example, Japan, Russia, Sweden,
Great Britain, and Germany have their own tales. Although the tones and plot
may vary, they include the same universal elements that are described in the
definition from dictionary.
a. Fairy tale fundamentals
1.
Fairy
tales at first glance seem simple but can be complex and may have happy or
violent endings.
2. They often begin at a vague and
unspecified point 'once upon a time' but can also be based on historical
events.
3. Fairy tales have been relegated to
children's literature, but are at the root of many narratives.
4. Fairy tales often depict opposites
and extremes: good and evil; wealth and poverty.
b. Common themes and motifs
1.
Escaping
mighty
and evil enemies
2.
Accomplishing
difficult tasks
3.
Wisdom
through suffering
5.
Triumph
of the youngest, weakest, most oppressed
6.
Animals:
changing into animals, talking animals, animal helpers, companions and
bridegrooms.
c. Plot, style and structure
1.
Powerless
underdog changes places with a more powerful person
2.
Happy
endings: good rewarded and wicked punished
3.
Minimal
description, and reliance on formulaic patterns
4.
Conventional
beginnings ('Once upon a time') and endings ('and they lived happily ever
after').
Fairy-tales are fictional stories
that may feature folkloric characters (such as fairies, talking animals) and enchantments,
often involving a far-fetched sequence of events. Fairy tales are part of
folklore and these are some of their main characteristics:
1.
Fairy
tales will usually begin with "Once upon a time...”
2.
Fairy
tales happen very long time ago.
3.
Fairy
tales create fantasy and make the readers believe in them unconsciously.
4.
Fairy
tales often describe extreme opposites such as good and evil characters or rich
and poor family.
5.
Royalty
usually exists in a fairy tale, usually in the form of a beautiful princess or
a handsome prince.
6.
Magic
is present in fairy tales, for example, there are dwarfs, giants, elves,
talking animals, witches, or fairies.
7.
Fairy
tales have a problem that needs to be solved.
8.
It
often takes three tries to solve the problem.
9.
Fairy
tales have happy endings as indicated by their most repeatedly last sentence
“they all lived happily ever after.”
2.4.3
Function of Fairy Tales
After looking at their main
characteristics, these are several justifications of using fairy tales in
teaching language skills and cultures (Danandjaja, 1984):
1. Fairy tales as part of folklore can
be found everywhere in various forms. Every culture has various kinds of fairy
tales which provide a vast array of source for teaching material. In addition,
most familiar tales have been reproduced or adapted and are widely available;
thus, these have added their popularity.
2. Fairy tales have universal values
and plots which add familiarity to students. Although each culture has its
particular fairy tales, it is fascinating to recognize that there are some
resemblances among certain fairy tales in different societies. “Cinderella” in
Germany and “Bawang Merah Bawang Putih” in Indonesia share similar themes of a
girl who is being mistreated by her step-mother. Therefore, students can
compare and contrast those cultures, events, or characteristics in these
stories.
3. Fairy tales are enjoyable but
meaningful. They signify human experience, values, and history; hence they can
provide both entertainment and opportunities for further discussion. They set
as an excellent example of the multifaceted mixture of history and fantasy.
Moreover, they can be analyzed in short essays as well as in some more
complicated research. Because of their universal values, similar plots and
values, most people find it easy to remember fairy tales.
4. Fairy tales are short. This
advantage has added more opportunities to use fairy tales in language classroom
since teachers do not have to be afraid of adjusting most of their lesson plans
when using fairy tales. Alternatively, teachers can assign their students to
read them at home before further discussion in the next meeting.
5. Fairy tales are rich in terms of
language yet less grammatically complex and syntactically speaking than many
other forms of literature. Their simplicity has made fairy tales consistent in
style and form.
2.5 Theoretical Framework
The teacher of English should have highly
creativity to find or create a method, way and techniques in teaching that
could be expected to motivate the students in gaining the English materials.
In
this research, the writer has decided to motivate students to read English
material by using fairy tales. They are: The Hare and the Turtle, Amin and the
Eggs, The Horse and the Donkey, The Mouse and the Lion, Ali and the Sultan’s
Saddle, The Fox and the Crow, The Ant and the Cricket, and The Deer and the
Elephant.
Fairy
tales are interesting based on the consideration:
1) They
use simple vocabulary.
2) They
did not too verbiage so students did not fell bored in reading.
3) Sometimes
there are some pictures before the content of story so it can generate reading
motivation of the student.
4) The
stories commonly are familiar to the student’s daily life.
The writer has formulated the diagram
underling the theoretical framework as follows:
|
INPUT
|
|
FAIRY TALES
|
|
PROCESS
|
|
OUTPUT
|
|
LEARNING BY USING FAIRY TALES
|
|
IMPROVED STUDENTS’ MOTIVATION IN
READING ENGLISH MATERIAL
|
CHAPTER III
RESEARCH METHODOLOGY
Methods of the research were a set of
methods, which prepares to organize a research in order to achieve the purpose
of the research well. This chapter covers the discussion as follows:
3.1 The Research Method
In this research, the researcher applied a pre-experimental research with
one group pre/ post questionnaire study. The design was represented as follows:
Where:
O1=
pre-questionnaire
O2
= post-questionnaire
X = treatment
3.2 The Research Variables
This research consisted
of two variables; they were independent variable and dependent variable.
1) Independent
Variable
The
independent variable in this research was fairy tales. In this case, fairy
tales was used in order to motivate students SMK YAPIP Sungguminasa in reading
English materials.
2) Dependent
Variable
The
dependent variable in this research was students’ motivation in reading English
materials. In this case, better motivation that can be
obtained as a result of the treatment.
3.3 Population
Population
was a group of people or things, as the source of data owning certain characteristic
in a research. This research conducted the second year students of SMK YAPIP
Sungguminasa in the academic year 2010/2011.The total numbers of population
were about 90 students.
3.4 Sample
Sample was a part number of the subject that
is investigated. The sample of the students was the second year class XI AK1
of SMK YAPIP Sungguminasa in the academic year 2010/2011, which
consisted of 30 students.
3.5 Sampling Technique
Sampling technique was a technique or a way to take a sample of the
population well. This research used external random as a sampling technique;
the sample was taken from the population that has to be classified before.
3.6 Instrument and Techniques of
Collecting Data
1)
Instrument
To
collect the data of the research, the researcher used pre questionnaire
and post questionnaire. Questionnaire was the cheapest and the easiest way to
do in using fairy tales in motivating students’ to read English materials.
2)
Techniques of Collecting Data
In
collecting data, by doing the observation directly to know or get the description
about the object and it used a guide observation that was arranged. The data
was collected through the following procedure:
1) The
research was carried out on September 21st 2010.
It was the first meeting. In this meeting, the students were asked to fill out
the pre-questionnaire and then the researcher explained about fairy tales and
asked the students to read text 1: The Deer
and the Turtle.
3) On
September 28th2010, the researcher taught text 3: The Horse and the Donkey.
4) On October1st2010,
the researcher taught
text 4: The Mouse and the Lion.
5) On October5th2010,
the researcher taught
text 5: Ali and the Sultan’s Saddle.
6) On October8th2010,
the researcher taught
text 6: The Fox and the Crow.
7) On October122010,
the researcher taught
text 7: The Ant and the Cricket
8) On October15th2010,
the researcher taught
text 8: The Deer and the Elephant. It is the last meeting. At the same time,
the students were asked to fill out the questionnaire.
3.7 Techniques of the Data Analysis
After collecting the data, the writer
analyzed it. Data analysis represented how the observer can conclude the
observation. The data from the questionnaire was tabulated and analyzed as
follow:
1.
The data was collected from
questionnaire that used Likert Scale (Gay,2006), then the scores were analyzed
based on determine in the following table:
|
Positive
statement
|
Score
|
Negative
statement
|
|
Strongly
agree
Agree
Undecided
Disagree
Strongly
disagree
|
5
4
3
2
1
|
Strongly
disagree
Disagree
Undecided
Agree
Strongly
agree
|
2.
Scoring the students item response at
pre-questionnaire and post-questionnaire by using this formula:
3.
Classifying the students item response
into five classifications:
|
No.
|
Range
|
Classification of motivation
|
|
1.
2.
3.
4.
5.
|
85-100
65-84
53-64
37-52
20-36
|
Very high
High
Average
Low
Very low
|
4.
Calculating the mean score of the
students item response in both pre-questionnaire and post-questionnaire by this
formula:
Where:
N = The Number of Subject
(Gay 2006)
5.
Finding standard deviation of the
students pre-questionnaire and post-questionnaire by applying formula below:
Where:
SD = Standard Deviation
N = The Number of
Students
(Gay 2006)
6.
To find out whether the differences
between pre-test and post-test value of the test using the following formula:
Where:
t = Test of
significance
N = The Number of Students
(Gay
2006)
CHAPTER
IV
RESEARCH FINDINGS AND DISCUSSION
In
this chapter, the writer would like to present the description of the data
obtained. The reseracher
analyzed the data consisting of the result of pre-experimental
research with one group pre/post questionnaire study.
4.1 Findings
4.1.1
Classification
of the students’ pre and post questionnaire scores
Table
1
The
rate percentage of score in pre questionnaire
|
No.
|
Classification
|
Score
|
Frequency
|
Percentage
|
|
1.
|
Very
high
|
85-100
|
0
|
0
%
|
|
2.
|
High
|
65-84
|
13
|
43.3
%
|
|
3.
|
Average
|
53-64
|
11
|
36.7
%
|
|
4.
|
Low
|
37-52
|
5
|
16.7
%
|
|
5.
|
Very
low
|
20-36
|
1
|
3.3
%
|
|
|
|
Total
|
30
|
100%
|
Table1 above shows that, the rate percentage of score of
pre questionnaire from 30 students, none of the student had very high motivation. 13 students (43%) had
high motivation, 11 students (36.7%) had average motivation, 5 students (16.7%) had low motivation, and 1 student (3.3%) had very low motivation.
Table
2
The
rate percentage of score in post questionnaire
|
No.
|
Classification
|
Score
|
Frequency
|
Percentage
|
|
1.
|
Very
high
|
85-100
|
0
|
0
%
|
|
2.
|
High
|
65-84
|
22
|
73.3%
|
|
3.
|
Average
|
53-64
|
7
|
23.3
%
|
|
4.
|
Low
|
37-52
|
1
|
3.3%
|
|
5.
|
Very
low
|
20-36
|
0
|
0
%
|
|
|
|
Total
|
30
|
100 %
|
While, the
rate percentage of score of post questionnaire from 30 students as table 2 above shows
that although there were still
no students had very high motivation, but there were some significant
development. 22 students (73.3%) had high motivation, 7 students (23%)
had
average motivation, 1 student (3.3%) had low motivation and none of them had very low motivation.
Based on the
result above, it can be concluded that the rate percentage in post
questionnaire was greater than
the rate percentage in pre questionnaire.
4.1.2 Calculation
means score of the students item response in both pre and post questionnaire.
Table 3
The mean score and
standard deviation of pre questionnaire and
post questionnaire
|
|
Mean
Score
|
Standard
Deviation
|
|
Pre questionnaire
|
61.05
|
2.23
|
|
Post questionnaire
|
68.93
|
2.17
|
The table
above shows that, the mean score of pre questionnaire was 61.05 and the standard deviation of pre
questionnaire was 2.23, while the mean score of post
questionnaire was 68.93 and its standard deviation was 2.17. It means that, the mean score of post questionnaire was greater than mean score of pre questionnaire.
4.1.3
Distribution the value of t-test
and t-table in post questionnaire
In
order to know whether or not the mean difference between the two variables (pre
and post questionnaire) is statistically different at the level of significance
0.05 with degree of freedom (df)
= (N1 + N2)-2. Where N is a number of subjects (30). T-test statistical analysis
for non independent sample was applied. The following table shows the result of
calculation.
Table 4
Distribution t-test and t-table value in post questionnaire
|
Variable
|
T-test
value
|
T-table
value
|
|
X1-X2
|
|
2.000
|
The table 4 above shows that, t-test
value was great than t-table. The result of the test shows there was
significant difference between t-table and t-test (2.000<3.904), it means
that, t-table was smaller than t-test.
4.2 Discussion
Relating to the data collected through
pre and post questionnaire. It is shown that the student of SMK
YAPIP Sungguminasa can be motivated in reading English material by using fairy tales as
treatments.
The first questionnaire was used to find out the
students’ motivation without any treatments. The students gave response based
on their situation/ attitude in reading English material in class from their
teacher. While the second questionnaire was used to find out the students’
motivation towards the use fairy tales as treatment in teaching reading English
material.
The description of data collected through pre
and post questionnaire as explained in the previous session shows that, the
students’ pre questionnaire from 30 students, there were 13 students (43%) had high motivation, 11 students (36.7%) had average motivation, 5 students (16.7%) had low motivation, and 1 student (3.3%) had very low motivation.
While the data analysis from the students’
post questionnaire from 30 students, 22 students (73.3%) had high motivation, 7 students (23%)
had
average motivation, 1 student (3.3%) had low motivation and none of them had very low motivation. It means that the rate percentage of
the post questionnaire were higher than of the pre questionnaire.
Based
on the result of t-test the writer found that there was a significant
difference between the results of pre and post questionnaire which is the result of using fairy tales as treatment in
teaching process.
T-test
value in statistical analysis at the level of significance 0.05 was higher than
the t-table with degrees (d f) =n-1(30).
It was found that t-test value was higher than t-table (3.904>2.000). There was a significant difference between
the student’s pre and post
questionnaire. The mean
score obtained by the students in pre questionnaire
was 61.05 and the mean score of student’s post questionnaire
was 68.93. It means that the students’ score of the pre and post questionnaire is statistically different.
Having
seen the data analysis above, we could see the students’ motivation toward the
use of various reading materials (fairy tales) in teaching of English reading.
Generally, most of the students were motivated to read English materials and
gave their opinion that reading class is important in teaching English. They
were interested in the two kinds of reading materials, non-fiction and fairy
tales, but they become more motivated to read when they were asked to read
various materials (fairy tales). They stated that they would become more
enthusiastic to visit their school library if fairy tales were prepared there.
They also stated that they would be very happy if fairy tales were used in
reading class.
Most
of the students motivated in reading fairy tales and they felt that fairy tales
could develop their reading motivation and improve their knowledge. They also
stated that they usually tried to find the new words’ meaning that they did not
know before reading fairy tales materials.
From
the data collected above, it can be concluded that most of the students were
motivated to read English in the form of fairy tales materials and the students
attitude towards the use of fairy tales materials in teaching English was
positive and it’s effective, even though it was not significantly different.
The data collected above also supported the findings of some previous
researchers that the students needed interesting materials to read when they
learn English.
CHAPTER V
CONCLUSION AND SUGGESTIONS
In this chapter, there are two parts that
the writer wants to present, they are: conclusion and suggestion. The second
part is suggestion that is based on the conclusions.
5.1 Conclusion
Based on the finding and the
discussion in Chapter IV previously, the researcher concluded that the use of
fairy tales material in the teaching of English reading could motivate the
students of SMK YAPIP Sungguminasa to read English material. It is proved by the mean score of
the students’ post questionnaire is higher than the mean score of the students’
pre questionnaire and the t-test value is greater than t-table.
5.2 Suggestions
Considering
the points of conclusion above and in relation to the improvement of the
students’ knowledge on English in general and develop their interest in
particular, the researcher recommends some suggestions as follows:
1.
The
English teacher should give the students more practices in reading, such as,
fairy tales that could motivate the students’ interest to read English
material.
2.
The
material used in reading class should be selected, more varied and suitable
with the students’ linguistic level and motivate the students’ interest to do
further reading.
3.
The
method in teaching English reading should be varied, attractive and activated
all students in learning process.
4.
Provide
more English reading materials in the library, not only just non-fiction
material but also fiction material such as various kinds of story.
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