From Classroom to Chatroom: Belajar Speaking dengan Bantuan AI

Mengajar bahasa Inggris di jurusan teknik sipil itu punya tantangan unik. Mahasiswa biasanya sangat kuat di sisi teknis, seperti menggambar, menghitung struktur, atau membahas material bangunan, tapi ketika masuk ke kelas bahasa Inggris, sering kali muncul ekspresi “aduh, susah, Pak/Bu”. Padahal kemampuan bahasa Inggris, terutama untuk komunikasi, jadi modal penting kalau mereka nanti bekerja di proyek internasional, ikut seminar, atau bahkan sekadar membaca manual alat yang sebagian besar ditulis dalam bahasa Inggris.

Salah satu keterampilan yang paling sering bikin mahasiswa grogi adalah speaking. Banyak yang paham grammar dasar, tahu kosakata, bahkan bisa menjawab soal pilihan ganda, tapi kalau disuruh ngomong, apalagi percakapan spontan, langsung kaku. Hal ini sebenarnya wajar, karena mereka jarang dapat kesempatan latihan berbicara yang natural, dan sering takut salah. Nah, di sinilah saya mulai coba melibatkan AI, khususnya ChatGPT atau aplikasi sejenis, untuk membantu mahasiswa berlatih.

AI ini bekerja seperti teman ngobrol yang nggak pernah bosan dan nggak pernah menilai. Kalau mahasiswa salah ngomong, AI tidak akan menertawakan. Kalau mereka bingung cari kata, AI bisa kasih alternatif dengan cara yang sederhana. Dengan begitu, speaking yang tadinya dianggap momok, bisa jadi latihan yang lebih rileks. Saya perhatikan, ketika mereka mencoba bicara dengan AI, beban psikologisnya jauh lebih ringan daripada kalau mereka harus langsung presentasi di depan kelas.

Pengalaman pertama saya memperkenalkan AI di kelas cukup menarik. Saya buka laptop, tunjukkan cara chat dengan AI, lalu saya tulis, “Let’s talk about construction materials.” AI langsung merespons dengan pertanyaan sederhana seperti “What kind of construction materials do you usually use in civil engineering?” Mahasiswa yang biasanya diam, akhirnya mencoba menjawab, meskipun dengan kalimat patah-patah. Saya tidak menuntut grammar sempurna, yang penting mereka berani bicara dulu.

Setelah itu, saya kasih ide ke mahasiswa untuk pakai AI lewat HP mereka sendiri. Saya minta mereka tulis satu kalimat tentang topik tertentu, lalu AI akan menanggapi. Semakin lama, mahasiswa terbiasa untuk menjawab balik, dan percakapan pun mengalir. Dari yang tadinya cuma satu kalimat, lama-lama bisa jadi dua sampai tiga kalimat. Perkembangan kecil seperti ini sudah cukup membuat saya merasa penggunaan AI bermanfaat.

AI juga bisa dipakai untuk memberikan role play. Misalnya, saya bilang ke AI, “Pretend you are a project manager, and I am a civil engineering student who wants to apply for a job.” Lalu AI mulai bertanya, “Can you tell me about your experience in construction projects?” Mahasiswa kemudian belajar menjawab, walau dengan bahasa sederhana. Ini jauh lebih interaktif dibandingkan sekadar menghafal teks percakapan yang sudah ada di buku.

Tentu saja, saya tidak hanya menyerahkan semua ke AI. Saya tetap mendampingi, memberi koreksi di sana-sini, dan menjelaskan kalau ada kalimat yang kurang pas. AI jadi semacam media latihan tambahan, bukan pengganti dosen. Yang saya suka, mahasiswa bisa lanjut berlatih di luar kelas tanpa harus menunggu jadwal kuliah. Jadi proses belajarnya tidak terbatas di ruang kelas saja.

Ada satu contoh yang cukup lucu. Saya minta mahasiswa untuk mencoba berbicara tentang “bridge construction.” AI lalu bertanya, “What are the most important factors when designing a bridge?” Mahasiswa ini menjawab, “The important factor is strong, not fall down.” Semua tertawa, tapi justru dari situ kita belajar. Saya jelaskan kalau lebih naturalnya bisa bilang, “The most important factor is the strength of the bridge, so it won’t collapse.” Dari kesalahan sederhana itu, mereka jadi ingat lebih kuat.

AI juga bisa dipakai untuk melatih pronunciation. Memang, AI berbasis teks tidak bisa menilai pelafalan langsung, tapi kalau pakai aplikasi berbasis suara seperti ChatGPT voice, mahasiswa bisa ngomong langsung. Kalau AI bingung, berarti ada yang salah dengan pronunciation, dan mahasiswa bisa mencoba memperbaiki. Ini cukup membantu melatih kepercayaan diri, apalagi buat mahasiswa yang jarang berinteraksi dengan native speaker.

Dalam konteks teknik sipil, banyak istilah yang jarang muncul di percakapan sehari-hari. Misalnya, kata-kata seperti “reinforcement” “foundation” “load-bearing” atau “sustainability” Dengan AI, saya bisa membuat simulasi percakapan yang memuat istilah-istilah tersebut, sehingga mahasiswa terbiasa mendengarnya. Jadi, saat nanti mereka baca jurnal internasional atau mendengar presentasi, istilah itu tidak terdengar asing lagi.

Parafrase Tanpa Pusing: Saatnya Mahasiswa Kenalan Sama AI yang Bisa Jadi Teman Nulis Skripsi

Di dunia perkuliahan, khususnya di Politeknik, mahasiswa sering kali dihadapkan pada tantangan penulisan skripsi atau tugas akhir. Tidak jarang, masalah utama yang muncul adalah kesulitan memparafrase kutipan atau teori yang mereka ambil dari buku, jurnal, atau internet. Parafrase ini sebenarnya penting, karena selain menghindari plagiasi, juga menunjukkan bahwa mahasiswa memahami materi yang dibacanya (Malon et al., 2024). Sayangnya, banyak mahasiswa masih terjebak pada teknik “copas” alias copy paste tanpa mengubah struktur kalimat. Akibatnya, nilai mereka bisa terganggu, dan dosen pun sering harus mengembalikan draft untuk direvisi.

Di jurusan teknik sipil tempat saya mengajar, masalah ini cukup sering terjadi. Mahasiswa sudah bisa mencari teori atau referensi, tetapi saat diminta menuliskannya kembali dengan bahasa sendiri, mereka kebingungan. Ada yang mencoba mengubah kata-kata dengan sinonim, tapi hasilnya malah membingungkan atau terasa aneh dan "nyeleneh" saat dibaca. Bahkan ada yang sekadar mengganti beberapa kata lalu merasa itu sudah cukup aman dari plagiasi. Padahal, parafrase yang baik bukan hanya mengganti kata, tetapi mengubah susunan kalimat sambil tetap mempertahankan makna aslinya (Chanpradit et al., 2024).

Kesulitan ini juga terasa di bagian “Pendahuluan” dan “Latar Belakang” skripsi. Banyak mahasiswa menulis dengan kalimat yang tidak nyambung satu sama lain. Paragraf pertama membicarakan masalah A, lalu tiba-tiba lompat ke masalah B tanpa transisi yang jelas. Kadang, gaya bahasa yang digunakan juga campur aduk antara formal dan santai. Akibatnya, ide yang sebenarnya bagus jadi terkesan berantakan dan tidak profesional. Bab II “Landasan Teori/Kajian Pustaka” pun sering jadi sumber masalah. Mahasiswa biasanya hanya mengambil teori dari buku atau jurnal lalu menempelkannya bulat-bulat ke dalam dokumen. Mereka lupa bahwa dosen penguji ingin melihat kemampuan mereka memahami teori itu, bukan sekadar kemampuan mencari sumber. Alhasil, isi bab ini sering terasa seperti kumpulan kutipan daripada uraian ilmiah yang mengalir.

Nah, di sinilah teknologi seperti AI bisa membantu, khususnya ChatGPT. Banyak mahasiswa belum mengenal bahwa ChatGPT bisa digunakan untuk memparafrase dengan hasil yang jauh lebih baik daripada sekadar mengganti kata-kata. Dengan prompt yang tepat, mahasiswa bisa mengubah kutipan menjadi versi baru yang tetap akurat maknanya, tapi lebih enak dibaca dan bebas plagiasi. Bahkan, ChatGPT bisa membantu membuat kalimat lebih runtut dan nyambung.

Misalnya, jika mahasiswa punya kalimat dari buku/artikel seperti: “Pembangunan infrastruktur jalan memerlukan perencanaan matang untuk memastikan kelancaran lalu lintas dan keselamatan pengguna,” mereka bisa membuat parafrase menggunakan ChatGPT dengan perintah (prompt): “Tolong parafrase/perbaiki struktur kalimat berikut dengan bahasa formal yang jelas: [tulis/copy paste kalimatnya].” ChatGPT bisa mengubah dan memparafrase kalimat sebelumnya menjadi: “Perencanaan yang cermat sangat diperlukan dalam pembangunan infrastruktur jalan guna menjamin kelancaran arus lalu lintas serta keselamatan bagi para pengguna.”

Kalau ingin hasil yang lebih alami, mahasiswa bisa menambahkan instruksi/prompt seperti: “Parafrase dengan bahasa akademik sederhana, tapi tetap formal.” Dengan begitu, ChatGPT tidak hanya mengganti kata, tapi juga memperbaiki alur kalimat agar lebih mudah dipahami. Contohnya, kalimat tadi bisa menjadi: “Untuk memastikan arus lalu lintas lancar dan aman, pembangunan jalan harus diawali dengan perencanaan yang matang.” Bahkan untuk membuat pendahuluan yang runtut, mahasiswa bisa memanfaatkan ChatGPT. Caranya, mereka tulis semua poin yang ingin dimasukkan ke pendahuluan, lalu beri instruksi: “Susun menjadi pendahuluan skripsi yang runtut, formal, dan mengalir antar kalimat dan paragraf [tulis/copy paste bagian Latar Belakang/Pendahuluan].” Hasilnya, ChatGPT akan mengatur urutan ide, menambahkan kalimat transisi, dan memastikan paragraf saling terhubung.

AI dalam Penulisan Skripsi/Tugas Akhir: Solusi Cerdas atau Jalan Pintas?

Menulis skripsi atau tugas akhir sering kali menjadi tantangan besar bagi mahasiswa. Bukan hanya karena jumlah halaman yang harus dipenuhi, tetapi juga karena tuntutan untuk menyampaikan gagasan secara runtut, jelas, dan tentu saja—bebas dari plagiarisme. Sayangnya, di banyak kasus, masih banyak mahasiswa yang terjebak dalam kebiasaan copy-paste, baik dari sumber daring maupun buku, tanpa upaya mengubah atau memparafrasekan kalimat tersebut. Akibatnya, karya yang dihasilkan tidak mencerminkan orisinalitas pemikiran mereka.

Parafrase bukan sekadar mengganti kata dengan sinonim, tetapi mengubah struktur kalimat, menyederhanakan atau memperluas gagasan, sambil tetap mempertahankan makna yang sama. Inilah yang sering menjadi titik lemah. Banyak mahasiswa bingung bagaimana mengubah teks asli menjadi tulisan mereka sendiri tanpa mengurangi esensi isi. Kebingungan ini sering berujung pada dua kemungkinan: mereka tetap melakukan copy-paste, atau memparafrase secara asal sehingga maknanya melenceng.

Masalah lain muncul pada bagian pendahuluan, khususnya di subbab latar belakang. Di sini mahasiswa diharapkan menjelaskan alasan penelitian mereka dilakukan, menguraikan fenomena atau masalah yang melatarbelakangi, dan menghubungkannya dengan teori atau data. Namun, yang sering terjadi adalah kalimat-kalimat yang dibuat terdengar acak, tidak nyambung satu sama lain, atau bahkan terlalu umum. Alhasil, pembaca akan kesulitan memahami arah penelitian yang dimaksud.

Banyak mahasiswa menganggap pendahuluan hanyalah formalitas, padahal bagian ini adalah “etalase” dari keseluruhan skripsi atau tugas akhir. Jika pembaca sudah kebingungan sejak awal, maka kesan yang tertinggal akan kurang baik. Lebih buruk lagi, dosen pembimbing bisa saja meminta revisi berkali-kali hanya karena pendahuluan yang tidak jelas.

Di era digital saat ini, sebenarnya sudah ada banyak alat yang bisa membantu mahasiswa menulis lebih baik, salah satunya adalah kecerdasan buatan (AI). AI dapat membantu memparafrasekan teks, memperbaiki tata bahasa, menyusun kalimat agar lebih logis, bahkan memberikan saran agar ide tersampaikan dengan lebih runtut. Dengan kata lain, AI bisa menjadi “teman diskusi” yang sabar dan selalu siap memberi masukan (Rababah et al., 2024).

Contohnya, ChatGPT bisa digunakan untuk memparafrasekan teori yang diambil dari buku atau jurnal. Misalnya, jika ada kutipan tentang “Teori X menyatakan bahwa kualitas pelayanan berpengaruh signifikan terhadap kepuasan pelanggan”, AI bisa membantu mengubahnya menjadi “Menurut Teori X, tingkat kualitas pelayanan memiliki dampak yang besar terhadap tingkat kepuasan pelanggan” tanpa mengubah makna. Proses ini membantu mahasiswa menghindari plagiasi sambil tetap mempertahankan substansi.

Selain memparafrase, AI seperti Grammarly atau Quillbot dapat memperbaiki tata bahasa dan struktur kalimat. Grammarly, misalnya, tidak hanya mengoreksi ejaan tetapi juga memberikan saran perbaikan agar kalimat menjadi lebih efektif. Quillbot, di sisi lain, sangat berguna untuk memvariasikan kalimat, membuat tulisan lebih natural, dan menjaga koherensi antarparagraf. Selain itu, mahasiswa dapat mengunjungi LINK INI untuk mulai parafrase tulisan dalam skripsi/tugas akhir mereka dengan gratis dan tanpa ribet.

Tidak hanya itu, AI juga bisa membantu mahasiswa mengembangkan ide di bagian pendahuluan. Misalnya, jika mahasiswa tahu topik penelitiannya tetapi tidak tahu bagaimana menghubungkannya dengan fenomena yang relevan, AI dapat memberikan contoh narasi. Misal, topik tentang “Digitalisasi UMKM” dapat diawali dengan narasi tentang perkembangan teknologi, tantangan UMKM di era digital, lalu mengerucut ke masalah yang akan diteliti.

Artificial Intelligence in Vocational Higher Education: Challenges, Potential, and the Lecturer's Role

Artificial Intelligence (AI) has become an integral part of the ongoing digital transformation across various sectors, including higher education. Amidst rapid technological advancements, AI offers significant opportunities to revolutionize the way lecturers teach and students learn. Lectures, once traditionally conducted, are now undergoing significant changes with the advent of various AI-based tools and platforms that can assist in material delivery, evaluation, and learning assistance (Michel-Villarreal et al., 2023).

AI can be used to accelerate academic administration processes, personalize student learning experiences, and improve the quality of learning through data analysis. Online learning platforms are now equipped with intelligent features such as learning chatbots, material recommendation systems, and automated assessment tools that can ease the workload of lecturers. However, the adoption of AI in education still faces various challenges, particularly in terms of human resource and infrastructure readiness.

In vocational higher education settings, the use of AI in lectures holds enormous potential. Vocational higher education institutions, which emphasize skills and work practices, can utilize AI to digitally simulate industrial conditions (Neumann et al., 2023). For example, through the use of AI-based augmented reality (AR) and virtual reality (VR) technology, students can virtually learn to use industrial machinery or equipment before actually entering the workforce.

Furthermore, AI can be used to make learning more adaptive to the diverse needs and learning pace of vocational students. This technology can analyze individual student learning outcomes and recommend appropriate materials to enhance their understanding. This significantly contributes to creating inclusive and effective learning for all students, not just those who excel academically.

Google Translate, English Language Acquisition and Civil Engineering Students

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Utilizing Google Translate for English language acquisition among civil engineering students offers numerous substantial advantages. Although it cannot substitute for thorough language acquisition, Google Translate can function as a valuable resource to enhance technical comprehension and facilitate communication in academic and professional settings. The following are key advantages that can be attained: 

1. Enhance Accessibility of Educational Resources

Civil engineering students frequently encounter difficulties comprehending academic literature produced in English. The majority of scientific papers, textbooks, and other engineering resources are composed in this language. Google interpret enables students to interpret complex technical documents or articles, facilitating a deeper comprehension of the subject matter being examined. This tool enhances access to resources that may be challenging to comprehend without support. 

2. Accelerate the Translation Process

Students utilize Google Translate as a rapid tool to ascertain the meanings of unfamiliar terms or phrases in technical texts. With minimal effort, they can obtain an immediate translation, save the time that would have otherwise been spent consulting a dictionary or inquiring with their instructor. This enables them to concentrate on the fundamental comprehension and implementation of intricate technological ideas. 

3. Enhance Technical Lexicon Proficiency 

Google Translate can assist students in acquiring technical English terminology. Through the use of computerized translation, students can access the comparable technical terminology in a more familiar language. Consistent utilization can enhance their capacity to identify and retain technical terminology frequently employed in civil engineering. Students can acquire terminology such as "structural load," "earthquake resistance," or "building materials" pertinent to their field of study. 

4. Assist Students Experiencing Difficulties with Grammar 

The grammatical structure of English differs from that of Indonesian, presenting a significant obstacle for civil engineering students lacking a robust English foundation. Google Translate offers not only literal translations but also frequently delivers grammatically accurate phrase constructions in English. Although not infallible, this can provide students with insight into constructing suitable statements in technical circumstances. 

5. Assistance in Composing Engineering Reports or Articles 

The majority of engineering reports, scientific articles, and presentations within civil engineering education must be produced in English. Google Translate assists students in converting their concepts from their original language (e.g., Indonesian) into English. Although automatic translation may not be flawless, students can utilize the translation outcomes to construct a preliminary framework and subsequently enhance the phrases to align more effectively with the academic environment. 

6. Enhance Comprehension and Auditory Processing of English Audio Material 

Google Translate possesses a functionality to translate text from audio or voice, which is advantageous for comprehending lectures or presentations in English. Students may enter audio transcripts or dialogues into this program to receive immediate translations. This enables students to comprehend lectures or instructional materials in English more readily, without need on manual translators. 

Technology-Assisted English Language Learning

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Nowadays, the role and function of information and communication technology has many roles in the world of education, especially in the learning process. One of them is learning English. In this digital era, education must integrate information and communication technology into all subjects. With the development of digital era education, it is possible for students to gain abundant knowledge quickly and easily.

In the educational context, understanding the characteristics of each generation is important to determine how effective educational strategies are provided to students. The goal is not just students' academic and pedagogical achievements, but also how the educational process can grow students' character and love for learning activities. Currently, most of Generation Zero are of school age. This means that adapting the learning system in our educational spaces must take into account the characteristics of Generation Zero to suit their needs without ignoring their interests and habituation as a generational group.

In an increasingly advanced digital era, technology has played an increasingly important role in education, especially in English language learning. The use of technology in the teaching and learning process has opened the door to more interactive, effective and fun learning methods. This has changed the landscape of English education and is key to improving students' language skills in the future. One of the main advantages of technology in English language learning is its ability to create deep and engaging learning experiences. Through online platforms, students can access a variety of resources, such as interactive training programs, multimedia learning materials, and advanced technology-based applications designed specifically for English language learning. In this way, students can learn in a way that is more interesting, involved, and suits their respective learning styles. In addition, technology also allows for better collaboration and communication between students.

Through online communication tools, students can interact with their classmates, discuss English topics, share opinions, and even participate in collaborative projects. This not only improves students' speaking and listening skills in English, but also builds confidence and collaboration skills that are important in the real world. Technology also expands the accessibility of English language learning. With the online learning platform, students from various geographical and economic backgrounds can access English learning materials flexibly and affordably. This helps overcome physical and financial barriers to obtaining a quality education, thereby expanding opportunities for everyone to develop English language skills. In addition, technology also allows for more accurate tracking and assessment of student progress in learning English. By using adaptive learning software and data analysis tools, teachers can monitor individual student progress, identify areas of weakness, and provide more personalized feedback. This allows learning to be tailored to each student's needs, thereby increasing the efficiency and effectiveness of the learning process.

Cambridge Preparation for the TOEFL® Test (CD-ROM and Book)

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The Test of English as a Foreign Language (TOEFL) is a measure of English proficiency for students studying abroad.  This test is developed and managed by ETS (Educational Testing Services), a non-profit organisation based in New Jersey, USA. This test can be administered on paper, computer, or internet. TOEFL is a widely used international test. Accepted and recognised by over 10,000 institutions and educational agents in 130 countries (www.ets.org).

Indonesia, with the world's fourth-largest population, is a possible market for this test. Students seeking to study abroad strive to acquire the necessary scores for acceptance at their desired colleges or universities. To get the desired TOEFL score, private and state-owned institutions adapt their preparatory courses accordingly. Most Indonesian education institutions set admittance standards for postgraduate programmes at 500 or above, without taking into account students' communication skills. This suggests that the TOEFL preparation course has not yet prioritised students' English communication skills.

E-learning uses the internet to connect teachers and students. E-learning technologies can facilitate the implementation and study of the Test of English as a Foreign Language (TOEFL). This technology allows students to learn TOEFL anywhere and at any time, helping them improve their scores.

The Cambridge Preparation for the TOEFL®Test includes skill-building and practice tests to help learners succeed on the Test of English as a Foreign Language. This comprehensive test-preparation course is ideal for classroom use and self-study. The third edition includes a CD-ROM component containing seven complete practice tests. The tests may be taken in study mode, which generates feedback on their responses, or in test mode, which simulates the experience of taking the exam by computer. The text provides a complete tutorial and a wealth of new activities to introduce students to the new computer formats and activity types. More than 200 exercises fully updated for the new exam, 6 hours of listening material, a complete grammar review, and a mini-writing course are also provided.

The Cambridge Preparation for the TOEFL Test, Fourth Edition, helps students master the language skills they need to succeed on the TOEFL iBT and communicate effectively in an academic setting.

The Cambridge Preparation for the TOEFL Test, Fourth Edition, helps students master the language skills they need to succeed on the TOEFL iBT and communicate effectively in an academic setting. Using an integrated-skills approach that mirrors the structure of the TOEFL iBT, this fully revised text is ideal for classroom use and self-study. The book contains hundreds of skill-building exercises covering all the question types in the exam, and four practice tests. A supporting skills section is provided to improve grammar, vocabulary, pronunciation, and study skills.Online, students can take the book tests and three additional practice tests in format that simulates the TOEFL iBT. The audio program, available on Audio CD or Audio Cassette, contains conversations and lectures for all listening exercises and test questions.

Key features:

• Hundreds of skill-building exercises, numerous test-taking strategies, and frequent progress checks help students succeed on the TOEFL® iBT.

• Seven practice tests, delivered online, help prepare students for the online test.

Kaplan TOEFL iBT with CD-ROM and Ebook

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Recognised by more than 10,000 colleges, universities and agencies, TOEFL® is the world's most popular English language test. We'll help you build the advanced English skills and sophisticated exam technique you need to succeed, with tailored classes exploring the structure of the exam and full-length practice tests. 

Our TOEFL preparation courses will leave you ready to face the Internet-Based Test of English as a Foreign Language (TOEFL iBT®) in full confidence. Our standard TOEFL course offers you a balance of specialized study and free time, while our Intensive TOEFL program provides extra Specific Skills lessons and additional practice tests.

• Students unable to attend a live course could instead enroll in Kaplan’s TOEFL® Online Course.

• Improve your TOEFL score by at least 5 points within 8 weeks*

• An internationally recognized TOEFL® iBT

• Prepare for university in the USA or Canada

• Benefit from expert instruction, exclusive course materials, and a curriculum developed by Kaplan, the world leader in TOEFL iBT® preparation

• Enhance your CV and chance for professional success in the future

• Receive an accredited Kaplan International Languages Certificate of Achievement with language level and attendance

The TOEFL iBT tests your abilities in Reading, Writing, Listening, and Speaking. Kaplan’s TOEFL iBT with CD-ROM presents the most important language skills and strategies you need to succeed on this test. The TOEFL is required worldwide for international students who want to study abroad.

Kaplan’s comprehensive guide gives you exactly what you will need to get ready for test day, including:

• 4 full-length practice tests on CD-ROM with detailed answer explanations

• Focused practice for each section of the test

• Listening practice on CD-ROM, with complete transcripts in the book

• Exclusive score-raising tips and strategies for each language skill: Reading, Writing, Listening, and Speaking

• Effective study tips for advanced ESL students

Longman Preparation Course for the TOEFL Test: Next Generation (iBT) (CD-ROM and Ebook)

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TOEFL exam scores are based on the results of three sections: hearing comprehension, structure and writing expression, and reading comprehension. This test is commonly used at most colleges to assess students' English competence.

Listening is the hardest element for EFL students to complete out of the three. As a result, they must be strategic when listening to longer and more varied sections; also, they should be accustomed to listening to both dialogues and monologues on the TOEFL. When listening to monologues, the listener should "process long stretches of speech without interruption-the stream of speech will go on whether or not the hearer comprehends" and identify the 'interpersonal and transactional' features from listening to dialogues. 

Furthermore, listening to natives necessitates some strategic ways of comprehension, which many students frequently struggle with; thus, EFL teachers could facilitate and train students to cope with some learning materials, time management, media, and the gradual teaching listening should be from "basic to more complex". As a result, it is vital to carefully plan the listening activities as one progresses to more intricate operations. Using 'new tactics' can improve teaching and learning.

General Information:

Longman Preparation Course for the TOEFLA (R) Test: Next Generation (IBT), a book/CD-ROM package written by Deborah Phillips, gives students all the tools they need to succeed on the new TOEFLA (R) integrated-skills test. Providing both a comprehensive language skills course and a wealth of practice for all sections of the test, the Longman Preparation Course is appropriate for courses in TOEFLA (R) Test preparation or as a supplement to more general English courses. Note: You must have the audio program to use the listening material (the Skills Practice, the Mini-Tests, and the Complete Tests) in the textbook. Click here to order the audio program (on CD or audiocassette). 

The Student Book features: 

Authentic material for all the new types of passages and questions on the test. 

Diagnostic pre-tests and post-tests that allow students to identify strengths and weaknesses and assess improvement in each section. 

Practice sections for the four skills: 

• Reading provides practice exercises in the new test formats, including filling in a table or chart and paraphrasing. 

• Listening provides authentic conversations between two people in an academic setting and academic lectures with new questions about a speaker's attitude or purpose.

• Speaking includes personal and expository tasks and integrated tasks.

• Writing consists of expository and integrated tasks: reading/listening/writing.

• Eight mini-tests that preview the test's integrated four-skills format. 

• Two complete practice tests that familiarize students with the actual test format and timing.

The CD-ROM features: 

• Completely different material from the Student Book. 

• Practice sections for all parts of the test, including speaking.

• Eight mini-tests, and two complete tests. 

Longman Preparation Course for The TOEFL Test - The Paper Test (With CD-ROM and Audios)

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Almost all universities require graduating students to undergo English proficiency examinations to assess their ability to master the language. Hughes (2003) noted that proficiency exams are used to assess people's abilities in a language even if they have been trained in it. Furthermore, several overseas universities require students who wish to enroll to complete English proficiency tests such as IELTS and TOEFL. Furthermore, students seeking scholarships may be required to submit an IELTS or TOEFL score with a specific passing grade.

Deborah Phillips' Longman Preparation Course for the TOEFL test is a popular TOEFL course book. This book is meant to help students prepare for the TOEFL test in paper format. The TOEFL paper-based test includes listening comprehension, structure, written expression, and reading comprehension. This book includes diagnostic pre-tests, TOEFL post-tests, and exercises in both non-TOEFL and TOEFL formats. This book also includes skills and methods, as well as clearly defined actions to help pupils enhance their test performance. The entire examinations, which are offered in paper format, allow students to simulate the experience of taking actual TOEFL tests, with all sections combined into one whole test.

This book/CD-ROM package gives students all the tools they need to succeed on the TOEFL® paper-based test. Providing both a comprehensive language skills course and a wealth of practice for all sections of the paper test, the Longman Preparation Course is appropriate for courses in TOEFL® test preparation or as a supplement to more general ESL courses.

In the Student Book:

• Complete language skills instruction for skills tested on both the TOEFL® paper test and the Test of Written English.

• Longer reading passages that reflect the latest testing format. Diagnostic pre-tests and evaluation post-tests for each section that allow students to identify their strengths and weaknesses.

• Practice exercises for each of the language skills that maximize understanding and retention.

• Five complete Practice Tests that familiarize students with the actual test format and timing.

In the CD-ROM:

• An additional 1,450 test questions in both practice sections and three more simulated tests.

• Pop-up explanations to enhance understanding.

• Easy-to-use scoring and record keeping to monitor progress.

A separate audio program -- available on your choice of cassettes or CDs -- includes the complete materials from the Listening Comprehension section and Complete Tests in the text.

Longman Student CD ROM For the TOEFL Test can be an effective and fun TOEFL learning medium as well as helping to understand the types of problems that are usually tested on the TOEFL Test.

Software in this CD-ROM (Longman Student CD-ROM for The TOEFL Test: The Paper Test) includes:

1. Skill Practices:

Listening Comprehension Practices.

Structure and Written Expression practices.

Reading Comprehension Practices, and

Test Of Written English Practices.

2. Tests

Listening Comprehension Tests.

Structure and Written Expression Tests.

Using Songs to Promote Fun English Learning for Young English Learners: How it works?

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INTRODUCTION

Nowadays English has become an international language, more and more people learn English. The importance of English as a world language has made people to learn English as early as possible. In Indonesia for example, English is taught even before the children enter the playgroup, there is a special class for children who are still around two or three years old. This is supported by the fact that the optimum age for children to learn a foreign language is when they are still in a very young age. This phenomenon has made Teaching English to Young Learners “TEYL” become increasingly famous. There are many English courses and the publication of the course books. Before we go on, it is better to look at the definition of young learners in order for us to have the same perspective and knowledge. “The definition of Young Learners is children between the ages of about 5 years old to 12 years old” as Rixon (1999) cited in Shin (2006), while  the  primary  or  elementary  stages  of  formal  education  before  the  transition  to secondary school. This is why the ages of the young learners could be varied from one country to the others.

Songs have become an important part of human culture and civilization. They are used in many social and cultural occasions and have traditionally used as an educational tool.  Therefore, it is widely believed that songs can be used to promote learning amongst people, including children. 

One type of songs which children like most is action song. This type of songs usually requires body movements of the whole parts of the body or only some parts of it. In relation to English language learning for children, action songs are considered as powerful resources which help their language development. By nature, children enjoy playing and singing songs and they will get a lot of benefits when they were exposed to particular English songs in the English classroom. This paper intends to explain the use of action songs in English classes at elementary schools. At first, it outlines some theoretical reasons of using action songs in the English classroom. Then, it identifies and explains some possible action songs that can be used in the classroom and how to use them in the English classroom.

The reason why the writer chooses this topic is mainly because song is really suitable for young learners. Through songs and the fun activity make the children learn the language unconsciously, and in a fun way. Through songs, the children can enhance their language skills such as listening, speaking and writing. These  three skills are put in order, since the first skills that the children learn is listening the songs, and after that the children learn to speak or sing the song, the last thing, the children learn to write the lyrics of the songs. The activity is not only lead to the fun activity of the children but also the skills’ development of the students when they are listening to the particular kind of song.

DISCUSSION

A. Song as Useful Learning Resources for Young Learners

Songs and languages might have some similar features. By using songs, people can express themselves. Similar to songs, language is also a means used by people to express their thought, feeling or concern about particular things. As Goodger (2010) cited in Nurhayati (2012) mentions that music and language share some common elements. First “physically, both of them made up of sound waves which our ears capture and our brains process into a meaningful, recognizable code.” Language, except the sign language, and songs are firstly captured by ears and then they proceeded by the brains. Second, both of them “communicate emotions and meanings.” In everyday life, they often function as canal for human to express idea, opinion, feeling, emotion, and dream. Third, they both have an “intrinsic phonology namely rhythm and accentuation, key and intonation”. Song is defined as a short piece of music with words to be sung. In language, particularly English certain features like tune, intonation, stress also exist and give impact to meanings. Goodger also mentioned that “the notes in a melody correspond to the phonemes in words; change the order of the notes in a tune and it loses its sense. It is exactly the same for phonemes in words, phrases and sentences.”

Using Educational Social Network in Teaching English for EFL Students

The Current Issues towards the Use of ICT in English Language Teaching:

Using Educational Social Network in Teaching English for EFL Students

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INTRODUCTION

Nowadays, the use of Information and Computer Technology (ICT) is not a new thing anymore to people. People are already getting accustomed to use ICT in their daily life through their gadget and activities. The use of ICT could not be separated from people’s activities especially for students. Almost all students have their own gadgets. They use it for getting new information and knowing what happened outside their environment. They can access the information throughout the internet wherever they are, as long as their gadgets are connected to the internet signal.

Considering those facts above, the writer can say that there are some things appear in students’ daily life related to the use of ICT. The application of ICT in students’ daily activity can show their motivation and their attitude in sing it. Thus, this paper assignment will further talk and explain about the issues appear to students. Additionally, this paper assignment will also proposed some conclusion remarks based on the facts appeared in the field.

As we know that students differ in their motivation towards learning English and they display many different attitudes towards learning a language. A student that has negative attitudes towards learning English could be changed and turn those negative attitudes into positive ones and get a positive result. This will be further discussed below.

The fact that we can find at school is that the teacher sometimes cannot create a good media to overcome the situation above. As we know that computer-assisted language learning (CALL) allows the combination of different online resources through multiple hyperlinks, a feature common to most online searches and many offline utility. With the expansion of CALL, more questions have been raised. Issues of learning style, motivation, attitude, personality and some other factors have come to the fore with the use of computers. Students who see CALL as an important part of the course also have a high level of motivation and attitude in learning English.

In the learning process, students will show different attitudes and it will be different between one and each other. Computer-assisted language learning (CALL) can affect the students’ attitude in learning process. All the students agree that they are proficient in computers and they are integrated with them. This can be seen through the use of students’ gadget in their daily life. This statement is supported by the study conducted by Önsoy (2004) who also confirmed that there were differences between the learning process that using computer-assisted language learning (CALL) and the one that do not. In his thesis, he stated that students and teachers demonstrated positive attitudes towards the use of computers in daily tasks and in language instruction. However, the findings showed that there were statistically significant differences among the perceptions of students in terms of their levels. The findings also indicated that students and teachers believed that training was required and they believed that they needed training to learn and teach with computers.

The Use of Digital Stories for Listening Comprehension (Article Review)

 

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The Use of Digital Stories for Listening Comprehension among Primary Chinese Medium School Pupils: Some Preliminary Findings

Authors:

Shanti C. Sandaran

Language Academy, University Teknologi Malaysia, 81310 UTM Johor Bahru, Johor, Malaysia

Lim Chia Kia

Faculty of Education, University Teknologi Malaysia, 81310 UTM Johor Bahru, Johor, Malaysia

Original paper can be accessed here: https://sainshumanika.utm.my/index.php/sainshumanika/article/view/107

Background and Objectives of Research

The emergence of digital storytelling has inspired many teachers and instructors in both schools and courses to develop the teaching materials. Digital storytelling has emerged over the last few years as a powerful teaching and learning tool that engages both teachers and their students. However, until recently, little attention has been paid to a theoretical framework that could be employed to increase the effectiveness of technology as a tool in a classroom environment. A discussion of the history of digital storytelling and how it is being used educationally is presented in this article. The theoretical framework, technological pedagogical content knowledge (TPCK), is described, along with a discussion of how this model might be used with digital storytelling.

Digital storytelling is a technology application that is well-positioned to take advantage of user-contributed content and to help teachers overcome some of the obstacles to productively using technology in their classrooms. At its core, digital storytelling allows computer users to become creative storytellers through the traditional processes of selecting a topic, conducting some research, writing a script, and developing an interesting story. This material is then combined with various types of multimedia, including computer-based graphics, recorded audio, computer-generated text, video clips, and music so that it can be played on a computer, uploaded on a web site, or burned on a DVD.

Procedure and Analysis of Research

This article reports on preliminary findings based on observations and comprehension exercises during an on-going study on the use of digital stories for listening comprehension among Primary Year 3 students in a Chinese medium school. The preliminary findings would inform the main study that looks at them effectiveness of digital stories for listening comprehension. 30 primary Year 3 students (aged 9) were involved in the listening/viewing of 8 animations of fairy tales over a period of 8 weeks. The findings based on the observations revealed that the students displayed high levels of interest, attention and motivation. The students also showed interest in fairy tales. The results from the comprehension exercises showed some level of improvement in their comprehension of the stories. Finally, it was also noted that pre-teaching vocabulary is essential to ensure the success of digital stories in improving students’ listening comprehension. The findings indicate the potential of digital stories in increasing the level of motivation, interest, and attention in ESL/EFL learning. 

Result and Findings

The findings in this section are based on initial observations by the researcher/teacher on the students’ attitude, behaviour and motivation towards the use of the digital stories, i.e. the animated fairy tales. The results from the listening comprehension exercise (MCQ’s) are also discussed. It was found that students displayed high levels of interest, attention and motivation. There were some differences in focus between female and male students. The students also showed interest in fairy tales and to the type of animations used as main characters in the stories. It was also noted that pre-teaching vocabulary is essential for the effective use of digital stories. Finally, the results from the MCQ’s (worksheet) showed a slight improvement in their comprehension of the stories.

Additionally, if teacher in the classroom can start to apply digital storytelling as their media in teaching English, it will be a good variety in teaching English and can be a good media to engage students with the teaching material that teacher give to them. Besides, students nowadays are used to use technology, in this case computer, as media to learn something. This will help them to apply digital storytelling media of English teaching and learning.

Foreign Language Teaching using ICT

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Introduction

There has been much debate over the use of computers and the Internet in Foreign Language Teaching over the past few years. The techniques offered, the activities and the degree of application in the language teaching syllabus have undergone a number of serious changes alongside the evolution of technology. The computer itself has evolved from the status of “tutor” to the one of “tool”.

The computer as a tool stage refers to the usage of computers as vehicles for delivering instructional materials to learners (through drill and practice). The development of computer based activities developed learner computer and learner interaction, engaging the learners in a wide range of communicative tasks. This was the moment computers assumed the role of stimuli in language learning. “The computer as a tool stage” refers to using computers as instruments for understanding and using language through spelling and grammar checkers, desktop editing programs. All these steps belong to CALL (Computer assisted language learning).

The methodology of language learning has developed a new way of using ICT in teaching, the Hypermedia. Hypermedia provides the language teacher and the language learner with multimedia resources, such as texts, graphics, sound, animation, video linked together. It also has a number of advantages omitted by CALL. It offers an authentic learning environment, it combines listening with seeing. Skills can easily be integrated in the teaching/learning process; reading, writing, speaking, listening can be combined in task- based learning.

ICT in Foreign Language Teaching 

The application of ICT gives more opportunities for communication between peer learners: they can exchange information in real time, they can participate in blog discussions, work in teams on different projects, exchange emails, search for information, etc. By using the authentic material provided by the Internet, we will have a better insight into the culture of the country and people whose language we study.

The Internet also offers a wide variety of reference materials like online dictionaries, encyclopedias and search mechanisms very helpful for developing students` individual work. They can find, alone, the missing information, the meaning of new words, synonyms, antonyms or can communicate with the rest of the group online, via e-mail or in any other ICT environment.

In a language classroom the computer may have the following roles:

•  Teacher – it teaches students new language;

•  Tester - it tests students on the already learned structures;

•  Tool – it assists students to do certain tasks;

•  Data source – it provides students with the information they need to solve different tasks;

•  Communication facilitator – it allows students to communicate with 

   others.

1) Computer as a Teacher

In the early years of CALL in schools some reluctant teachers made assumptions that in a few years teachers would no longer be needed in schools, their role being taken over by computers. It is not the case, as we can very well see. Computerized teaching (computer as a teacher) uses multimedia CD ROMS. In such programs, students can listen to recordings, watch videos, speak into the microphone, record their progress or learn words by clicking on pictures and hearing their pronunciation. An alternative to CD ROMS is the World Wide Web. Students can practice all their skills there and it is more useful for the teacher than the CD ROM because teachers can intervene with their own ideas or materials.

2) Computer as a Tester

Students can practice their knowledge of a specific language using different Internet websites. A problem these sites have is the fact that the practice programs are very limited in terms of practice materials. Basically, the practice material refers to multiple choice exercises, dual choice exercises, true or false. The only answer the computer can give is Right or Wrong.

Despite these limitations computer grammar or vocabulary practice is enjoyed by students because the latter feel like playing and get the feedback without fearing the teacher’s criticism. They can also work in groups, sitting at the same computer and discussing the answers.

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NURTURING STUDENTS’ MOTIVATION IN LEARNING ENGLISH AS A FOREIGN LANGUAGE

NURTURING STUDENTS’ MOTIVATION IN LEARNING ENGLISH AS A FOREIGN LANGUAGE

Juvrianto CJ

juvrianto.chrissunday@yahoo.com

Abstract

This paper discusses about how to nurture students’ motivation in learning English as a Foreign Language. There are some information relate to this paper. It includes the position of English Language in Indonesia,definition of motivation, factors that affecting students’motivation, character of students’ motivation ,conceptof students’ motivation and nurturing students motivation. English in Indonesia becomes compulsory subject starts from elementary school up to university. Motivation is efforts alert even conscious and unconscious process for doing something that can make someone activate to get the goal and to get self-satisfaction with their action. The biggest factor that affecting students’ motivation are coming up from the students it self and the environmentalof the students. The character of students consist of students who have high and low motivation.A good teacher who inspire the students and it can be one way to nurture students’ motivation in learning English as Foreign Language.

Key words: Student, Factors, Nurture and Motivation

Introduction

Language is considered to be a system of communicating with other people using sounds, symbols and words in expressing a meaning, idea or thought. This language can be used in many forms, primarily through oral and written communication as well as using expression through body language. There are many kinds of language around world. The first language that someone know and acquire in their life will be as their mother tongue. In Indonesia many people use Bahasa Indonesia as their mother tongue and English become  a Foreign Language that they learn after their mother tongue.

English as a foreign language becomes one of compulsory subjects in Elementary School, Junior High School and Senior High School up University in Indonesia. English language teaching tends to help learners to use English in written and spoken communication. It is hoped that they can use the language effectively, appropriately, and accurately. Once children start school as a student, they begin forming beliefs about their school-related successes and failures. The sources to which children attribute their successes (commonly effort, ability, luck, or level of task difficulty) and failures (often lack of ability or lack of effort) have important implications for how they approach and cope with learning situations.

Awareness of how students' attitudes and beliefs about learning develop and what facilitates learning for its own sake can assist educators in reducing student apathy.A big motivation of students  in learning make them are easy and enjoyable to learn and to know the subject that they learn because they will think that learning as their needs and they will try and have a big effort to know the knowledge of one subject and their motivation is also related to their teacher in teaching EFL.Resky (2009)states English Foreign Language (EFL) teacher is the one who has a capacity or professional in a teacher education to teach and master in teaching English in an educational institution. An EFL teacher has an important role to motivate students in learning English. An EFL teacher is required to have a good knowledge in English. An EFL teacher has been said success to teach if he can make the teaching learning process running well, especially in motivating the students to learn. He has to have many techniques to nurture motiv ation of students in learning English as a Foreign Language.

The success of teaching-learning activity as many researches have studied is influenced by many factors. The factors may occur before or during the process of the activity. Some factors come from the students’ surroundingsome others are from the students themselves. Environmental factors often become the main topic of discussion about the students’ development in their study. Support upon the students is needed for the success of their learning. But when the final result has been exposed, the question should be returned to the students themselves. The teacher and school should give their best effort to develop them. There are also many factors supporting the success of learning activity. One of the most important factors, as many theories give, is motivation. It is the condition of a person, which encourages an individual to do certain activities to gain certain objectives. Some people also assume that motivation is the final purpose of an activity and often is concerning with a mental condition of the individuals.

Based on the description above,the existence of motivation among the student is closely related to their success in learning English. Therefore, the important thing that the teacher of English should do to reach learning outcome knows the factors that influence the motivation of students in learning English and nurturing students’motivation in learning English. Related to the statements above, the writer will explain about Nurturing Students Motivation in learning English as a Foreign Language in this paper. It includes the definition, factors, concepts and theory of student’s motivation in learning English.

Definition of Students’ Motivation

There are many statements about students’ motivation, such as in the following:

Motivation is perhaps the most commonly used word when explaining whether humans are able to complete a complex task successfully or not. Many second language (L2) teachers often put the success of their students down to motivation; those who did well were the ones who seemed to have more drive to study(Adrian:2011).

Based on Patrick (2004) states that Motivation is intrapersonal in the sense that students harbor personal orientations and beliefs that affect their motivation and performance.Motivation is interpersonal in the sense that the quality of a student’s intrapersonal motivation depends, in part, on the quality of the relationship provided by the teacher

Reeve jang (2006) Student’s Motivation is an intention is a determination to engage in a particular behavior, and it is equivalent to being motivated to act.Student motivation naturally has to do with students' desire to participate in the learning process. But it also concerns the reasons or goals that underline their involvement or noninvolvement in academic activities. Although students may be equally motivated to perform a task, the sources of their motivation may differ.

The writer concludes that Students’ Motivation is efforts alert even conscious and unconscious process for doing something that can make someone activate to get the goal and to get self-satisfaction with their action.

Factors that Affecting Student’s Motivation

Students bring to the classroom varying types of extrinsic motivation such as a nurturing home environment or rewards promised by parents and relatives. However, they also depend, to a large extent, on school factors such as school and classroom environment, teacher personality, skill and ability of teacher, rewards and commendations and relationship with peers for motivation not only to succeed, but to excel. Based on Javvete (2014) there are some factors that affect students’motivationasfollows:

1.Home Environment

A child who comes from a home environment which is caring, comfortable and supportive brings to the classroom, motivation arising from his conducive home environment. A positive school environment will reinforce his own motivation and cause him to achieve at even higher levels. On the other side of the coin, an unfavorable home environment produces a pupil who arrives at school perhaps hungry, angry, resentful, bitter, depressed, lethargic or just simply stressed out. Such a student would require really strong school motivation to prod him out of his malaise and cause him to perform.

2. Intrinsic Motivation

The most powerful motivation, however, is intrinsic motivation for no matter how favorable external factors are, unless a student has set goals that he is determined to achieve , he can easily be side tracked by factors such as peer pressure, complacency

or simply his own indecisiveness. Take, for example, the first scenario above. The child is already comfortable at home and at school. He can take either of two routes: He may easily become complacent and tell himself that all is well at home and as such, there is no need to work hard. Here, it is the intrinsic motivation otherwise called self motivation, which is needed to push this student to take the better route which would be to apply himself in order to become a success story like his father, brother or someone else whom he has adopted as role model and to bring gratification to those who have made the way easy for him. Take the second scenario where the child comes from a less than favorable home environment. This student also has two options: He may, from sheer determination to access a better life in the future, push himself to the edge to achieve success. Conversely, he may succumb, as many do, and let his adverse circumstances dictate his future. Indeed, the unfavorable home environment is probably a stronger motivator for personal success than the favorable home environment. Students from the former, however , rely more heavily on school factors for motivation than those from the latter.

3. Peer Motivation

Peers are also a great source of motivation for one another. Life long friendships are formed at school and peers have been known to stand up for one another sometimes even more than siblings. They assist one another with school work and also become mentors to one another in their personal lives. Very often one finds that the students who work in groups, sharing their knowledge and skills, obtain better results than those who work alone.

4. The School System

The school system itself can influence students either to excel or to rebel. A school system which is extremely regimented can impact negatively on students. The reverse is true; one which is too lax will eventually have discipline problems and lose reputation. Nobody wants to be associated with a school whose reputation is poor, thus students who attend such schools feel that nothing good is expected of them and so they are not motivated to do well.

5. Teacher Motivation

Among extrinsic factors the teacher is probably the single, most powerful source of motivation for pupils. The personality, skill, attitude, sex, age andeven the attire of the teacher are all veryimportant factors in determining whether students perform or not. Teachers must be conscious of the powerful impact that they can have on their students and make every effort to ensure that they impact positively rather than negatively on the young minds entrusted to their care. Teachers arementors, life shapers, destiny shapers and they must be prepared to undertake the task which has been put into their hands. Students are motivated by teachers who show that they are concerned about their well being, that they have answers to life’s questions , that they can rise to challenges, that they can be mothers, fathers and friends.

The writer concludes that children’s home environment and schools favorable shapes the initial constellation of attitudes they develop toward learning English. When parents nurture their children's natural curiosity about the world by welcoming their questions, encouraging exploration, and familiarizing them with resources that can enlarge their world and school condition are support them to explore the students to learn English.

The Characteristics of Students’ Motivation

Muhammad (2010:11) found the characteristics of students who have high motivation and low motivation are described below.

The signs of high motivation are many and varied, but it is fairly easy to recognise when a group of students is well motivated, for example:

1.      They participate actively and willingly with one another in learning activities.

2.      They are attentive to what the teacher and other students say and the questions they ask.

3.      They do their homework regularly and prepare the next day’s activities.

4.      They find input material interesting.

5.      They are willing to cooperate with one another or with the teacher when practical difficulties arise.

6.      They come to class with well-organised notes.

7.      They are willing to “have a go” even if they find an activity difficult or unfamiliar.

The signs of low motivation are equally varied and areto a large degree, the mirror image of those mentioned above. They include the following:

1.      Students tend not to arrive on time for class or enter the classroom with evident reluctance.

2.      They are listless during and become restless towards the end of the lesson. (They can’t wait to get away.)

3.      They are unwilling to cooperate with one another on learning activities.

4.      They find study materials and learning activities boring or complain about them not being useful.

5.      Disagreements or tensions arise among grup members for not apparent reason and are difficult to resolve.

6.      Students are unwilling to depart from habitual routines or familiar activities. Even if the teacher explains their relevance in learning terms.

7.      They seem not to retain what they have done in previous lesson.

The writer agrees with this finding that the students who have a high motivation are more interesting to learn, ask, find, follow the class or teaching learning process and they will feel bad if they miss the class even just once and they will do some efforts to get a high achievement in good ways and it’s different with students who has low motivation they seems not ready to learn, ignore the materials and do all things because the forced of school curriculum like students who come,sit and silen in the class without catching anything.

Concepts of Students' Motivation

Intrinsic and Extrinsic motivation

Intrinsic motivation of students refers to motivation that is driven by an interest or enjoyment in the task itself, and exists within the individual rather than relying on any external pressure. Intrinsic 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. Students are likely to be intrinsically motivated if they:

• attribute their educational results to internal factors that they can control (e.g. the amount of effort they put in),
• believe they can be effective agents in reaching desired goals (i.e. the results are not determined by luck),
• are interested in mastering a topic, rather than just rote-learning to achieve good grades.

Extrinsic motivation comes from outside of the individual. Common extrinsic motivations are rewards like money and grades, coercion and threat of punishment. Competition is in general extrinsic because it encourages the performer to win and beat others, not to enjoy the intrinsic rewards of the activity. A crowd cheering on the individual and trophies are also extrinsic incentives.

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 (and were) 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.

Self-determination theory proposes that extrinsic motivation can be internalized by the individual if the task fits with their values and beliefs and therefore helps to fulfill their basic psychological needs.

Nurturing Student’s Motivation

“You can motivate your students by fear. And you can motivate by reward. But both of these methods are only temporary. The only lasting thing is “self-motivation.” There are some ways to nurture students’motivation to learn English.

1.      Teachers’ Active Participation in FLA classes.The language instructor needs to be a good role model for students. Csikszentmihalyiin Adrian (2011) suggests that the enthusiasm a teacher shows for language will be passed on to his or her students. Although, as Csikszentmihalyi continues, students may outwardly make fun of the teacher, inside they tend to feel admiration for such an attitude, developing a strong intrinsic eagerness to learn. It could be seen:

-      Using media to show videos of the students using English.

-      Praising students effectively.

-      Having students think deeply.

-      Encourage student creativity.

2.      Autonomy Supportive

Based on Jang (2006) When autonomy supportive, teachers help students develop a sense of congruence between their classroom behavior and their inner motivational resources (i.e., psychological needs, interests, preferences, goals, strivings, and values). They cannot directly give students an experience of autonomy. Instead, teachers can only encourage and support this experience by identifying students’ inner motivational resources and by creating classroom opportunities for students to align their inner resources with their classroom activity.

3.      Control Behavior

Jang (2006) states that when controlling, teachers have students put aside their inner motivational resources and instead adhere to a teacher-centered genda. To encourage students to adhere to their agendas, teachers offer extrinsic incentives, impose external goals, utter pressuring communications, make external evaluations salient, and generally influence students’ ways of thinking, feeling, and behaving in ways consistent with behavior modification programs. The general idea is to establish an agenda of what students should and should not do and then shape students toward that agenda by using external contingencies and pressuring language. Hence, when controlled, students are motivated by external contingencies and pressuring

The writer concludes that the way to nurture motivation of students in learning English it comes from students’self motivation that can be affect from the way of the teacher give students chance to learn by their head, heart and hand. So if the teacher can touch the three parts of students it will lead them to get high motivation to learn English.

Closing

Students’ motivation is efforts alert of students even conscious and unconscious process for doing something that can make someone activate to get the goal and to get self-satisfaction with their action.Students’ motivation is crucial for parents, teachers, and school leaders to devote themselves fully to engendering, maintaining, and rekindling students' motivation to learn especially learning English as a Foreign Language.

Students’ motivation concepts consist of intrinsic and extrinsic concept. Intrinsic motivation of students refers to motivation that is driven by an interest or enjoyment in the task itself, and exists within the individual rather than relying on any external pressure. Extrinsic motivation comes from outside of the individual. Common extrinsic motivations are rewards like money and grades, coercion and threat of punishment.the way to nurture motivation of students in learning English it comes from students’self motivation that can be affect from the way of the teacher give students chance to learn by their head, heart and hand. So if the teacher can touch the three parts of students it will lead them to get high motivation to learn English.

References

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Joyette Fabien.2014. MOTIVATION: factors affecting student Motivation(http:www. Self motivation for succees.pdf Access on 23 October 2014)

Rasyid,Muhammad. 2010. Nurturing Students Motivation in Learning English Classroom Interaction through Varied Practical Tasks at SMAN 2Bau-Bau. Thesis: Graduate Program : State University of Makassar.

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